Course implementation in Ethiopia 2009–present Mid-2012
Discussion of self-access included as course component in management skills training course for 15 military administration and civilian co-ordinators.
SAC review course for teacher co-ordinators selected to have specific responsibilities for self-access development.
SAC-oriented CPD continues in Ethiopia to date.
Course implementation in Afghanistan 2013–present Mid-late 2013
Delivery of 30-hour CPD to 15 civilian and military teacher co-ordinators.
Security situation allowing, regular monitoring and quality assurance.
Commencement of delivery of further CPD to 15 civilian and military teacher co-ordinators.
Face-to-face training on software use was also provided by the software provider in late 2012 in Ethiopia and through Skype in Afghanistan in late 2013. This was the first occasion that Skype had been used in Afghanistan for training purposes and enabled input from outside Afghanistan which would not have been possible physically; it proved to be a very positive experience.
Rationale for CPD Course design and delivery was founded on a number of principles, which have been refined as each course has been delivered. These are described below. Principle 1: CPD needs to engage with the beliefs and perceptions of stakeholders It was important through CPD to provide participants with opportunities to restructure some deeply held beliefs on teaching and learning so that they could ‘adapt to their new roles successfully’ (Gardner and Miller, 1999: 13). This was especially important for non-teaching personnel whose knowledge of teaching and learning was based solely on their personal experiences of education. Teacher beliefs are notoriously difficult to change. One strategy planned for CPD was to ask trainees to reflect on situations outside the classroom. Trainees were asked to consider the characteristics of real-life customer service encounters (both satisfying and unsatisfying) through which the idea of choice emerged naturally. Trainees offered their own experiences of limited choice in less than successful service encounters and then applied lessons learned to self-access delivery. Trainees were also asked to describe their own non-language based experiences of learning something autonomously themselves – these accounts enabled them to reach conclusions on language learning in the classroom and to identify what really makes an effective learner. Principle 2: Effective self-access needs systems and procedures: stakeholders need the opportunity to design, revise and have ownership of these systems and procedures In many situations, procedures are imposed top-down and require personnel to implement systems which they may not fully understand, value or even like (see Martyn and Voller, 1993: 105). As far as possible, the CPD described here aimed that trainees would be asked to contribute to procedure and document design.
| The house of ‘do’s’ and ‘don’ts’
Published on Aug 29, 2014
Published on Aug 29, 2014
The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...