Table Of ContentCUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0
ProfessionalDevelopmentforLanguageTeachers
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CAMBRIDGE LANGUAGE EDUCATION
SeriesEditor:JackC.Richards
Inthisseries:
AgendasforSecondLanguageLiteracybySandraLeeMcKay
ReflectiveTeachinginSecondLanguageClassroomsbyJackC.
RichardsandCharlesLockhart
EducatingSecondLanguageChildren:TheWholeChild,theWhole
Curriculum,theWholeCommunityeditedbyFredGenesee
UnderstandingCommunicationinSecondLanguageClassroomsby
KarenE.Johnson
TheSelf-DirectedTeacher:ManagingtheLearningProcessbyDavid
NunanandClariceLamb
FunctionalEnglishGrammar:AnIntroductionforSecondLanguage
TeachersbyGrahamLock
TeachersasCourseDeveloperseditedbyKathleenGraves
Classroom-BasedEvaluationinSecondLanguageEducationbyFred
GeneseeandJohnA.Upshur
FromReadertoReadingTeacher:IssuesandStrategiesforSecond
LanguageClassroomsbyJoAnnAebersoldandMaryLeeField
ExtensiveReadingintheSecondLanguageClassroombyRichardR.
DayandJulianBamford
LanguageTeachingAwareness:AGuidetoExploringBeliefsand
PracticesbyJerryG.GebhardandRobertOprandy
VocabularyinSecondLanguageTeachingbyNorbertSchmitt
CurriculumDevelopmentinLanguageTeachingbyJackC.Richards
Teachers’NarrativeInquiryasProfessionalDevelopmentbyKarenE.
JohnsonandPaulaR.Golombek
APracticuminTESOLbyGrahamCrookes
SecondLanguageListening:TheoryandPracticebyJohnFlowerdew
andLindsayMiller
ProfessionalDevelopmentforLanguageTeachers:Strategiesfor
TeacherLearningbyJackC.RichardsandThomasS.C.Farrell
CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0
Professional
Development for
Language Teachers
Strategies for Teacher Learning
Jack C. Richards
SEAMEORegionalLanguageCentre
Thomas S. C. Farrell
BrockUniversity
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9780521781350
© John Flowerdew and Lindsay Miller 2005
This publication is in copyright. Subject to statutory exception and to the
provision of relevant collective licensing agreements, no reproduction of any part
may take place without the written permission of Cambridge University Press.
First published in print format 2005
ISBN-13 978-0-511-66723-7 OCeISBN
ISBN-13 978-0-521-78135-0
hardback
ISBN-13 978-0-521-78647-8 paperback
Cambridge University Press has no responsibility for the persistence or accuracy
of urls for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.
CUNY029-FM CUNY029-Richards 0521613833 February4,2005 3:53 CharCount=0
Contents
Serieseditor’spreface vii
Preface ix
1 Thenatureofteachereducation 1
2 Workshops 23
3 Self-monitoring 34
4 Teachersupportgroups 51
5 Keepingateachingjournal 68
6 Peerobservation 85
7 Teachingportfolios 98
8 Analyzingcriticalincidents 113
9 Caseanalysis 126
10 Peercoaching 143
11 Teamteaching 159
12 Actionresearch 171
Appendix 195
Index 197
v
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Series editor’s preface
Second and foreign language teaching provides a career for hundreds of
thousandsofteachersworldwide,andthevasteducationalenterpriseofEn-
glishlanguageteachingcouldnotoperateeffectivelywithoutthededication
and effort of such teachers day by day and year by year throughout their
careers.Maintainingtheinterest,creativity,andenthusiasmofexperienced
languageteachersintheirprofessionisoneofthechallengesfacedbypro-
gramcoordinators,schoolprincipals,andteacher-educators.Teachersneed
to expand their roles and responsibilities over time if they are to continue
tofindlanguageteachingrewarding,anditistheresponsibilityofschools
and other educational institutions to provide opportunities for teachers to
developlonger-termcareergoalsandopportunitiesovertime.
The field of language teaching is subject to rapid changes, both as the
professionrespondstoneweducationalparadigmsandtrendsandasinsti-
tutions face new challenges as a result of changes in curriculum, national
tests, and student needs. As a result, teachers need regular opportunities
to update their professional knowledge and skills, that is, their opportuni-
tiesforprofessionaldevelopment.Teachersneedtobeabletotakepartin
activitiessuchas:
(cid:1)
engaginginself-reflectionandevaluation
(cid:1)
developing specialized knowledge and skills about many aspects of
teaching
(cid:1)
expanding their knowledge base about research, theory, and issues in
teaching
(cid:1)
taking on new roles and responsibilities, such as supervisor or mentor
teacher,teacher-researcher,ormaterialswriter
(cid:1)
developingcollaborativerelationshipswithotherteachers
Thisbookprovidesasurveyofcurrentapproachestoprofessionaldevel-
opmentforlanguageteachers,particularlyforthosenewtoteachingorthose
whoseekopportunitiesforin-serviceteachereducation.Awidevarietyof
approachesarepresentedandwaysofimplementingthemillustrated,draw-
ing on the authors’ experiences of developing and conducting in-service
vii
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viii Serieseditor’spreface
teacher programs in many parts of the world. Throughout the book, per-
sonal accounts by the authors and by teachers who have experience using
activitiessuchasjournalwriting,peerobservation,andteachingportfolios
providecompellingexamplesofhowandwhensuchactivitiescanbeuseful
andtheiradvantagesandlimitations.
This book will therefore serve as a useful source book for teachers,
teacher-educators,supervisors,teachingmentors,andotherswhoareinter-
estedincarryingoutteacher-developmentactivitiesintheirownsettings.
JackC.Richards
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Preface
Thisbookexaminesavarietyofapproachestoprofessionaldevelopmentfor
languageteachers.Inmostschoolsandinstitutionstoday,languageteachers
areexpectedtokeepuptodatewithdevelopmentsinthefield,toregularly
reviewandevaluatetheirteachingskills,andtotakeonnewteachingassign-
mentsaccordingtothechangingneedsoftheinstitution.Someteachersmay
alsobeexpectedtoserveasmentorstonewteachers,toplanworkshopsand
otherprofessionalactivities,topresentpapersatseminarsorconferences,
andtowriteforjournalsandteachingmagazines.Languageteachinginsti-
tutionsarealsoexpectedtomaintainhighprofessionalstandards,toprovide
opportunitiesfortheirteacherstopursueprofessionaldevelopment,andto
provide conditions where teachers cooperate to achieve higher levels of
learningamongtheirstudents.
Thisbookisintendedasapracticalintroductionandguideforteachers,
administrators, and coordinators who wish to implement a coherent and
strategic approach to teacher development. Although the book seeks to
provide ideas for practicing teachers, particularly those relatively new to
languageteaching,wehopethatexperiencedteachers,teachertrainers,and
supervisorswillfindmuchtointerestthemaswell.Inrecentyears,language
teachers in many parts of the world have expressed a growing interest in
theirownprofessionaldevelopment.Thisisseenintheworldwideinterest
insuchactivitiesasvirtualnetworksforlanguageteachers,actionresearch,
journal writing, and portfolios, and the use of these and other activities
as a basis for critical reflection on teaching practices. Although a large
number of articles and a smaller number of books have been published
on these issues, there have been few practical introductions to the field of
professionaldevelopmentinlanguageteachingasawholeandtherangeof
activitiesandproceduresthatcanbeusedforthispurpose.Thisbookseeks
tomeetthisneed.
This book examines eleven different procedures that can be used
to facilitate professional development in language teaching: workshops,
self-monitoring, teacher support groups, journal writing, peer observa-
tion, teaching portfolios, analysis of critical incidents, case analysis, peer
ix
