Table Of ContentDOCUMENT RESUME
FL 022 023
ED 369 274
Sadtono, Eugenius, Ed.
AUTHOR
Language Teacher Education in a Fast-Changing World.
TITLE
Anthology Series 29. Selected Papers from a Seminar
on Language Teacher Education in a Fast-Changing
World (April 1992).
Southeast Asian Ministers of Education Organization
INSTITUTION
(Singapore). Regional Language Centre.
ISBN-9971-74-040; ISSN-0129-8895; RELC-P-402-92
REPORT NO
PUB DATE
92
171p.; For individual papers, see FL 022 024-032.
NOTE
General (020)
Collected Works
PUB TYPE
MF01/PC07 Plus Postage.
EDRS PRICE
Change Strategies; Classroom Observation Techniques;
DESCRIPTORS
Educational Change; Educational Objectives;
Educational Strategies; Elementary Secondary
Education; *English (Second Language); Feedback;
Foreign Countries; Labor Force Development; *Language
Teachers; Program Design; Program Development; Second
Language Instruction; *Student Evaluation; *Teacher
Attitudes; *Teacher Education; *Teacher Education
Programs; Theory Practice Relationship
ABSTRACT
Selected papers from a 1992 seminar on innovations in
language teacher education include: "Collaboration in Assessment:
Emp...4ering the Individual Course Member" (Leslie Dickinson); "An
Approach to the Evaluation of ELT Preparation Programs" (Stephen J.
Gaies); "Human Resources Development in the Management of English
Language Programs: An Introduction for Teachers" (Martha C.
"Teachers as Trainers" (David Hayes); "Coping with
Pennington) ;
Teacher Resistance: Insights from Inset Programmes" (V. Saraswathi);
"Adapting the Six Category Intervention Analysis to Promote
Facilitative Type Supervisory Feedback in Teaching Practice" (Bahiyah
Abdul Hamid, Hazita Azman); "Planning a TEFL Education Program:
Policies, Perspectives and Promise" (Jan Jackson Fahmy, Linda
Bilton); "Using Feedback and ReflectIons as Tools in Bridging the
Theory-Practice Link in Language Teacher Training at the Primary
Level" (Gayle Whitson, Peter Bodycott); and "'Process vs. Product' in
Shifting the Focus of Course Design"
Language Teacher Education
(Ray Parker) .
(MSE)
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r-
LANGUAGE TEACHER
c,/
EDUCATION IN A
FAST-CHANGING WORLD
REGIONAL
LANGUAGE
CENTRE
Edited by
EUGENIUS SADTONO
ANTHOLOGY SERIES 29
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2
EDUCATION
LANGUAGE TEACHER
WORLD
IN A FAST-CHANGING
3
LANGUAGE TEACHER EDUCATION
IN A FAST-CHANGING WORLD
Edited
by
Eugenius Sadtono
Anthology Series 29
Published by
SEAMEO Regional Language Centre
RELC P402-92
4
Copyright (t, 1991 by SEAMEO Regional Language Centre
30 Orange Grove Road
Singapore 1025
ISBN 9971-74-040-0
ISSN 0129-8895
Printed by Sin Sin Lithographers Pie Ltd.
5
CONTENTS
Page
iii
Foreword
iv
Introduction
Collaboration in Assessment:
Empowering the Individual Course Member
1
Leslie Dickinson
An Approach to the Evaluation of ELT Preparation Programs
14
Stephen J Gaies
Human Resources Development in the Management
34
of English Language Programs: An Introduction for Teachers
Martha C Pennthgton
49
Teachers as Trainers
David Hayes
Coping with Teacher Resistance:
75
Insights from Inset Programmes
V Saraswathi
,
Page
Adapting the Six Category Intervention Analysis to Promote
Facilitative Type Supervisory Feedback in Teaching Practice
88
Bahiyah Abdul Hamid and Hazita Azman
Planning a TEFL Education Program:
Policies, Perspectives and Promise
100
Jane Jackson Fahmy and Linda Bilton
Using Feedback and Reflections as Tools in Bridging the
Theory-Practice link in Language Teacher Training at the
Primary Level
125
Gayle Whitson and Peter Bodycott
'Process vs. Product' in Language Teacher Education -
Shifting the Focus of Course Design
140
Ray Parker
List of Contributors
157
7
-
ii
FOREWORD
In April 1992 SEAMEO RELC organised a Regional Seminar on
of this
Language Teacher Education in a Fast-Changing World. An important aim
in various
seminar is to survey developments in language teacher education
presented at this
countries. In this volume is a collection of selected papers
in a number of
seminar. They discuss innovations in teacher ceucation programmes
countries such as Britain, Oman, Thailand, India, Malaysia and Singapore.
Professionals interested in such innovations will find various
recommendations concerning the development of teacher education programmes.
f folio
These include a collaborative assessment scheme, process oriented teaching,
Intervention
approach to evaluation, an adaptation of Heron's Six Category
Analyses and bridging the theory-practice gap in teacher-training.
in teacher
I would encourage teacher-educators interested in developments
of the
education in the nineties to peruse this collection of papers for a sampling
selection of papers
ideas and models presented for discussion at the seminar. This
and propel teacher-
is made in the belief that it will stimulate further thought
This
educators to embark on new directions in programme planning and evaluation.
in the preparation of
is one way whereby SEAMEO RELC can influence change
language teachers in South-East Asia.
Edwin Goh
Director
INTRODUCTION
Language teacher education can never be rigid and prescriptive as the
demands of our modern world are changing fast, particularly as they are mostly
unpredictable. In addition, it is also culture-bound, so it is difficult to 'prescribe'
principles which would be applicable universally. Thus the papers presented here
are only an attempt to help us widen our own horizon and to learn from successes
and failures our colleagues have had in different parts of the world.
Let us start our journey in the realm of language teacher education with
Leslie Dickinson. In his paper "Collaboration in Assessment: Empowering the
Individual Course Member", he describes how the learner and the teacher can work
together to improve effective language learning by means of collaborative
assessment scheme. At Moray House this is done by offering each course member
a genuine opportunity to collaborate with tutors in the assessment of his or her own
assignments. The findings from his study suggest that there can be a reasonable
level of accord between course member grades and tutor grades.
Underlying all these things, he claims that the kcy to coping with change in
education is learner autonomy, empowering the learner to adjust learning
objectives, materials and techniques to suit changed circumstances, and self-
assessment is one of the ways to reach learner autonomy.
In relation to assessment, Stephen Gaies presents virtually a guideline for
an evaluation of ELT preparation programs which most of us would find it useful.
His paper "An Approach to the Evaluation of ELT Preparation Programs" has three
purposes: to characterize general approaches to the evaluation of programs that
prepare teachers of English, to review the reasons for current interest in the
evaluation of such programs, and to describe an evaluation project now under way
to apply a portfolio approach to the evaluation of teachers of English from the time
they enter a teacher-preparation program until three years after they complete the
program. The third purpose is interesting to note as this is rarely done for a number
of reasons; what we usually do, if we evaluate a program, is to conduct it on an ad
hoc basis. Now that wc know it, perhaps we can make it as a model for a better
program evaluation. By reading his article, we will be able to get a whole picture of
program evaluation.
iv
9
A number of us, EFL teachers, become language program managers by
chance, without any academic background in management in general or language
teaching program management in particular. In this regard, Martha Pennington's
paper is an excellent introduction to the business of language program management
in general. It describes among others the components of language progrim
management, i.e. faculty, student and administration components as well as their
developments, stressing the interlocking nature of program resources and decisions.
She concludes by saying that the main objectives in language program development
are to maximize the quality of all resources and to optimize their functioning.
David Hayes' article on "Teachers as Trainers" is a report of a survey
conducted in Thailand. From the survey we can see what skills the teachers think
they still need to have in order to become good teacher trainers. Hayes argues that
being a good teacher does not necessarily mean that one is a good trainer, in the
sense that knowing how to do something and to do it well is not the same as being
able to communicate that knowledge effectively to other teachers such that the latter
are given the skills to reflect upon and perhaps to change their own classroom
behaviour.
Those who arc in similar situations like Hayes and interested in knowing
more about teachers as trainers could conduct their own study using his instruments
and see if the results arc similar to his findings.
"You can't teach an old dog new tricks" is what Saraswathi would like to
disprove in her article "Coping with Teacher Resistance: Insights frOm INSET
Programmes". Using particular "tricks", her INSET programmes have been
successful in teaching teachers new ways of teaching English in Tamil Nadu, India;
they are willing and able to appiy new techniques of teaching to their classrooms.
She also compares her research project model with Tony O'Bricn's EROTI model
and John Heron's Six Category Intervention Analysis model. In comparison with
EROTI she finds that her model is more economical, whereas with Six Category
!ntervention Analysis there is much in common.
With reference to Six Category Intervention Analysis, Bahiyah Abdul
Hamid and Hazita Azman in their article "Adapting the Six Category Intervention
Analysis to Promote Facilitative Type Supervisory Feedback in Teaching Practice"
discuss the meaning and significance of the analysis for supervision of teaching
practice. It is hoped that by reading this article, the reader will be able to
understand Saraswathi's article above better as she also compares her model with
the Six Category Intervention Analysis model.
