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IN-SERVICE TRAINING
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Introduction Definitions
Background
Progress of ELT and teacher training in Vietnam
Discussion
Conclusion
Introduction
Richards (2002) says that today English is so widely taught worldwide that the purposes for which it is learned are sometimes taken for granted. 30 years ago the assumption was that teaching English was a politically neutral activity and acquiring it would bring untold blessings to those who succeeded in learning it. This picture has changed somewhat today. Now that English is the language of globalization, international communication, commerce and trade, the media and pop culture, different motivations for learning it come into play. Under this current situation, second and foreign language teaching is a field that is constantly in a state of change. For example new curriculum frameworks currently being implemented in different parts of the world. In many countries English is now being introduced at primary rather than secondary level necessitating considerable new investment in textbooks and teacher training.
Definitions
In his paper (Second language teacher education), Donald Freeman states that second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers primarily on a voluntary, individual basis, are referred to as teacher development. At this point, we should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher-learners (Kennedy, 1991).
Definitions
In fact, both training and development depend on information which is external to teacher-learners, which they then incorporate through internal processes into their own thinking and practice. The distinction is rather one of emphasis and balance. In training, the information usually originates from sources external to the teacher-learners (e.g. lectures, presentations, readings, demonstrations). In development, the information is often externalised, from the teacher-learners' experiences through collaborative work, reflective processes and so on.
Background
In the Case of Hong Kong, where we can have a look at the teaching situation in the same region of Asia, PingMan Wong and Chi-Sum Wong (2003) say before the 1980s, Hong Kong tended to focus its education policies on quantitative rather than qualitative matters (Sweeting, 1995). Since the beginning of the 1990s, nearly a decade after an overall review of Hong Kongs education system, there have been gradual changes in the rationale and practice of teacher education and development (Cooke, 2000). Such changes resulted from Hong Kongs gradual focus on quality education in response to its changing socioeconomic and socio-political developments.
Background (contd)
The results of this study suggest that teachers signicantly improved their knowledge, developed professionalism and they also held more positive attitudes both before and after attending the programme. Moreover, all teachers could transfer their learning into their management tasks. The results reafrm that supportive measures such as; linkage between training and promotion, rewards in terms of course credits and the granting of paid leave to participants are helpful in encouraging attendance. Furthermore, better coordination and communication between teachers and school authorities, particularly over staff development policies on the nomination of teachers to training programmes, are also essential.
From 2001-2008: VTTN (Vietnams English Teacher and Trainer Network) for upper secondary school was set up.
Discussion
Changes in society Changes in ELT methodology Changes in textbooks Changes in teacher training
Conclusion
If the in-service training is done well, it can contribute a lot to the quality of teaching and learning now, and it can enhance both teachers professionalism and students varied learning in terms of selected approaches used in education.