Presentation Handout Wette, R. 2010.

Professional knowledge in action: how experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints. System 38, 569-579. Introductory Video Summary of Article Overview Conclusions Discussion Points Take-Aways for Us Discussion Questions To what extent does a teacher have to negotiate their beliefs about teaching with the administration/a supervisor? What can a teacher do to motivate students who do not think that learning English is important, especially in a context in which they are not externally forced to learn English, such as through testing? Is there a way to learn about students beliefs related to learning through needs assessment? I think its just as important to know what the students believe education is or could be. In her study, Wette concludes that far from occasionally straying away from plans into improvisational teaching, teachers in fact regard all curriculum plans as provisional and alterable in response to classroom events (p. 576). Is this a product of experience, or is there a way that novice teachers can learn to have extremely adaptable lesson plans without completely giving up the idea of lesson planning?