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Figure 3: Secondary Teacher Facilitator Guide pages

Source: English in Action Secondary Teacher Facilitator Guide (p. 62), The Open University 2012

In this case teachers are asked to reflect on and share experiences of trying out the particular techniques shown in the extracts in Figures 1 and 2, above. The TF print guide is accompanied by a TF video that follows the same model as the teacher development videos. Two TFs are shown running a cluster meeting and each section is ‘sandwiched’ by a video guide who, as with the classroom video, sets focused questions for the TFs to think about while watching, The guide then asks them to reflect upon what they have seen and think about how they could apply similar techniques in their own cluster meetings. A challenge for the project is to convince the TFs that they are not trainers; the expertise and training is all held within the materials – both video and print. The TFs themselves participate in the project as teachers and their role as TFs is to support other teachers and facilitate the running of the cluster meeting. The innovative use of video assists in explaining clearly to them how to carry out this role successfully.

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Innovations in the CPD of English language teachers  
Innovations in the CPD of English language teachers  

The publication, edited by David Hayes offers global perspectives on the Continuing Professional Development (CPD) of English language teach...