Innovations In The Continuing Professional Development Of .

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Innovations seriesInnovations inthe continuing professionaldevelopment of English language teachersEdited by David Hayes

Innovations inthe continuing professionaldevelopment of Englishlanguage teachersEdited by David Hayes

ISBN 978-0-86355-741-5 British Council 2014 Brand and Design/E16810 Spring GardensLondon SW1A 2BN, UKwww.britishcouncil.org

ContentsForewordTim Phillips. 3Overview – Innovations in continuing professional development: sector-wide,institutional and personal perspectivesDavid Hayes. 51Continuing professional development in action:an Indian experienceEmma-Sue Prince and Alison Barrett.192Professional development through curriculum reform:the Uzbekistan experienceJamilya Gulyamova, Saida Irgasheva and Rod Bolitho. 453Introducing innovation through action research in an Australian nationalprogramme: experiences and insightsAnne Burns and Emily Edwards. 654Differentiating continuing professional development in a large bi-nationalcentre in BrazilIsabela Villas Boas. 895Teacher-research as continuing professional development:a project with Chilean secondary school teachersRichard Smith, Tom Connelly and Paula Rebolledo.1116The house of ‘do’s’ and ‘don’ts’: teachers, self-access andlearner autonomy in Ethiopia and AfghanistanAndy Keedwell.1337Using technology to provide greater flexibility and access tocontinuing professional developmentRussell Stannard and Savraj Matharu.1598Introducing a paradigm shift in EFL continuing professional development inGreece: the development of online communities of practiceEvdokia Karavas and Smaragda Papadopoulou.1799Charting new territory: the introduction of online continuing professionaldevelopment opportunities for primary and secondary English teachersin OmanSarah Rich, Stephen Monteith, Salima Al-Sinani,Maryam Al-Jardani and Hilal Al-Amri. 207Contents 1

10 English in Action: a new approach to continuing professional developmentthrough the use of mediated video, peer support and low-cost mobilephones in BangladeshClare Woodward, Malcolm Griffiths and Mike Solly. 22711 Continuing professional development policy ‘Think Tank’:an innovative experiment in IndiaAmol Padwad and Krishna Dixit. 24912 Investigating continuing professional development for teachereducators in South Korea: opportunities and constraintsKyungsuk Chang, Youngjoo Jeon and Heeseong Ahn.27113 ‘My life changed when I saw that notice’: an analysis of thelong-term impact of a continuing professional developmentprogramme in BulgariaAnne Wiseman.3012 Contents

ForewordTim PhillipsThis volume offers a global view of innovations in the continuing professionaldevelopment (CPD) of teachers. The papers reflect the nature of teacher developmentas a lifelong experience extending from initial training to throughout the wholeteacher’s career, and represent the wide range of needs and contexts to whichcontinuing professional development programmes respond. There is valuableinformation here about how continuing professional development programmesare designed and how they impact on the different stakeholders involved.In recent years developments in technology have expanded the horizons for teachersto learn, share and network. The British Council’s Teaching English website has beena leader in this, providing training through webinars and guided study, sharing videoof classrooms and resources, and encouraging sharing among teachers across theglobe through its Facebook and Twitter communities. The papers in this volumeprovide insight into particular ways in which technology can benefit teachers intheir development.Evidence suggests that the quality of teaching in the school has the most influenceon learner achievement. If that is the case, then the effort to improve teaching iscrucial for sustained improvement in learner achievement. It is therefore essentialto understand and to share examples of practice in continuing professionaldevelopment. Systems need to be in place to ensure that such developmentprogrammes have a measurable impact on teacher and learner performance in theclassroom. Moreover, continuing professional development is not only a matter ofproviding training; it is also essential to have in place effective support and mentoringin school to ensure the teacher’s learning is put into practice in the classroom.It is also true that informal aspects of continuing professional development, suchas professional reading, discussion and networking, can have a strong role inhelping teachers develop. The papers published here present many ways inwhich effective continuing professional development can be achieved.It is intended that this volume will also help to stimulate debate around the worldon the importance of effective continuing professional development to educationsystems. Continuing professional development should be relevant to individualteachers’ needs, but it should also meet the needs of the school in which the teacherworks, and of the teacher’s wider role in achieving the educational objectives of theschool system and country. As teachers continue through their careers they will needguidance on new skills and professional understanding. It is important that thesystems are in place to provide these programmes and to support the teachers’implementation of them in the classroom.Foreword 3

The British Council is therefore delighted to be publishing this volume and is lookingforward to engaging further with ministries of education, school leaders, trainingorganisations and teacher bodies in assisting their work in continuing professionaldevelopment, in collaboration with the UK.I would like to express our thanks to David Hayes, the editor of this volume,and all those who have contributed the papers published here.Tim Phillips, Head, Teacher Development, English and ExamsBritish Council4 Foreword

Overview –Innovations in continuingprofessional development:sector-wide, institutional andpersonal perspectivesDavid HayesFor this overview I begin by reflecting on what is meant by the two key termsin the volume’s title: ‘innovation’ and ‘continuing professional development’.Cambridge Dictionaries Online (http://dictionary.cambridge.org/) tells us that aninnovation is ‘(the use of) a new idea or method’ while the Oxford dictionary tellsus that to innovate is to ‘make changes in something established, especially byintroducing new methods, ideas, or products’ (www.oxforddictionaries.com).At the heart of innovation, then, will be a change of some kind but this does notnecessarily mean that the change always has to be radical and wholesale. Smallscale, incremental changes can also be innovative. The fact that we are makingchanges to ‘something established’ tells us too that innovation is context-specific,because what is ‘established’ differs from place to place. What is innovative in aschool system with good resources, where teachers are well trained and haveclasses of 20–30 students will not be the same as what is innovative in a resourcepoor system where teachers may not have adequate training and are faced withclasses of 50–60 students. In one context, innovation could be the introductionof a technology such as interactive whiteboards or a methodology such asContent and Language Integrated Learning (CLIL); while in another, it could bethe introduction of pair and group work into classes which have previously beenentirely teacher-centred. However, whatever the change, innovation will offernew ways to approach some aspect of teaching-learning for teachers and theprospect of improved outcomes for learners in that specific context.Continuing professional development (CPD) is, as all the chapters in this volumeattest, a multi-faceted, lifelong experience, which can take place inside or outsidethe workplace and which often moves beyond the professional and into the realmof a teacher’s personal life too. The definition of professional developmentarticulated some years ago by Christopher Day encapsulates the range ofexperiences that come under the purview of CPD:Professional development consists of all natural learning experiences and thoseconscious and planned activities which are intended to be of direct or indirectbenefit to the individual, group or school, which contribute, through these, to thequality of education in the classroom. It is the process by which, alone and withothers, teachers review, renew and extend their commitment as change agents tothe moral purpose of teaching; and by which they acquire and develop criticallythe knowledge, skills and emotional intelligence essential to good professionalOverview 5

thinking, planning and practice with children, young people and colleaguesthroughout each phase of their teaching lives. (Day, 1999: 4)Consistent with this definition, a very broad view of CPD is taken for this volume,encompassing activities ranging from formal, ministry-sponsored in-serviceteacher training and development programmes for many thousands of teachers,to small-scale individual initiatives focusing on personal development. The scopeof CPD thus runs from the structured to the unstructured, from the sector-wide tothe personal. It responds to different needs at different phases of a teacher’scareer, and is undertaken for different reasons and purposes at different times.CPD is truly lifelong learning.CPD assumes increasing importance as demands on teachers continue to increasein most school systems, in what Hargreaves (1994) called ‘the intensification ofteaching’, a phenomenon in which ‘rapid shifts in the nature of work ensue from,among other factors, government-driven waves of ‘reform’ and ‘restructuring’.’(Zipin, 2002: 2). This intensification has not lessened in the 20 years sinceHargreaves named the phenomenon and it has inevitably resulted in constraintson professional development, as Day et al. (2006: 123) found in a study of teachereffectiveness in England:Teachers across all professional life phases felt that heavy workload, a lackof time and financial constraints were important inhibitors in their pursuitof professional development.These ‘inhibitors’ are commonplace, as are the demands on teachers forconstant professional renewal, which argue for more rather than less opportunityfor professional development in their working lives. The OECD (2011: 17) notesthat ‘those who are now teaching [are required to] adapt to constantly changingdemands in order to prepare students to play their part in societies which seemto be evolving at a faster rate than ever before in human history’. From a policyperspective, CPD is seen as central to improvements in the quality of teachingand learning in schools worldwide (Ingvarson, Meiers and Beavis, 2005; Muijsand Lindsay, 2008). From a personal perspective, as papers in this volume willshow, CPD is critical in providing teachers with the means to cope with theincreasing demands placed upon them by external forces while maintaining theirindividual capacity to take control of their own learning and to transform theireducational practice.The challenge of providing opportunities for CPD in a country as vast as India isthe focus of the first chapter. Emma-Sue Prince and Alison Barrett describe howBritish Council India has been working collaboratively with a number of stategovernments (Assam, Bihar, Karnataka, Maharashtra and Punjab) to supportCPD for teacher educators as well as teachers in both their language teachingskills and their English language proficiency. Whether large-scale, state-widecascade programmes or more restricted direct trainer and teacher developmentprogrammes with limited numbers of participants, all of the initiatives have dualaims of practical development of immediate relevance for those involved andlong-term capacity building within the system so that states are better able to6 Overview

handle decentralised CPD in the future. Prince and Barrett also highlight theneed for the reach of CPD to extend beyond the traditional ‘recipients’ of formalin-service training – the teachers and, to a lesser extent, teacher-trainers – toencompass development for all stakeholders in the system: ‘education officers,senior academic staff involved in project design, principals and senior officialsresponsible for designing and managing implementation’. This is important notleast because these groups can inhibit as well as promote CPD for teachers.Or, to cite the metaphor used by Amol Padwad at the launch of a book of casestudies of CPD in India (see also Chapter 11): ‘when you’re on your CPD journeyyou still need to buy your ticket.’ Prince and Barrett explain that: ‘In an Indianteacher’s case, the school principal, the block or district education officer, thestate machinery or even national policy might man the travel desk’. CPD thus needsto be seen as holistic, for the system as well as for individuals. If senior officialsunderstand the nature of change at the individual level and see CPD as intrinsicto the system, perhaps the problem of innovation identified by Havelock andHuberman some 40 years ago, and which unfortunately remains commonin so many contexts, may be avoided:It is important to understand that innovations are not adopted by people on thebasis of intrinsic value of the innovation, but rather on the basis of the adopters’perception of the changes they personally will be required to make. Those designing,administering and advising on projects do not generally have to make very manychanges themselves. Their task remains the same. It is others who will have tomodify their behaviours and very often to modify them rapidly in fairly significantways, and with little previous or even gradual preparation. These are typically thekind of rapid and massive changes which planners or administrators or adviserswould never plan, administer or advise for themselves. (Havelock and Huberman,1977; cited in Bishop, 1986: 5; original emphasis)Chapter 2, by Jamilya Gulyamova, Saida Irgasheva and Rod Bolitho, discussesexperience in Uzbekistan of just such an innovation requiring significant change inestablished practice. In this case, educational reform after the end of the Soviet erapresented an opportunity to radically change the curriculum for the pre-servicetraining and education of teachers of English, which had previously focused onstudy of linguistics and language systems with methodology taught as a theoreticalrather than practical discipline. However, rather than leading to rejection and failure,the curriculum reform project provided the stimulus for CPD for a variety of projectparticipants, teachers and other stakeholders. In part, the project has been successfulbecause change, though significant, was incremental and organic rather than rapidand imposed. In part, success has been due to a recognition that it was importantto understand and to deal with vested interests that favoured the maintenance ofthe status quo – change is threatening to those who have risen in the hierarchy underthe established order. But above all, success has been due to the opportunities theproject provided ‘for individuals to stretch themselves professionally beyond theircomfort zones and into areas they had not previously explored’, within a supportiveframework characterised by collaborative teamwork, intensive discussion and thefreedom to evaluate new ideas from their own perspectives. The benefits of suchan approach, which was endorsed by the Ministry of Higher and SpecialisedOverview 7

Secondary Education in Uzbekistan, are amply demonstrated in another notablefeature of Gulyamova, Irgasheva and Bolitho’s chapter, that is the space it gives toproject participants to speak for themselves. Their narratives bring the project tolife, providing vivid illustrations of their varied experiences, their successes as wellas the struggles they went through over time. Chapter 2 offers, then, many learningopportunities (though, of course, not the only ones) for those who wish to initiateand sustain large-scale, sector-wide reform programmes.The following two chapters take us from the state to the private sector. Anne Burnsand Emily Edwards (Chapter 3) recount a sector-wide initiative by English Australiato promote high levels of professional practice among the 2,500 teachers workingin the English Language Intensive Courses for Overseas Students (ELICOS) sector.This was achieved through an Action Research (AR) project (for which Burnsprovided professional guidance), with teachers from across the sector invited todevelop outline research projects that they wished to conduct in their institutions.A number of these were selected for support. Among these in 2012 was one byEdwards, who provides an account of professional development from a personalperspective through her participation in the AR project. AR was chosen because ofits ‘transformative power’ and Edwards’ account demonstrates clearly its potentialto act as a catalyst for CPD and career progression. Just as significant, though, isthe impact participation in the AR project had on her students’ learning. Edwardsbecame more connected to her students’ needs, helping them to improve theirwriting abilities, while her decision to negotiate with them in the development ofself-directed learning materials led to an increase in their self-study skills, essentialfor their university studies beyond the English programme. Burns’ and Edwards’conclusion that ‘Providing teachers with opportunities to conduct action researchas a form of CPD is an investment in teacher quality; and ultimately teacher qualityleads to enhanced student learning’ is clearly established here. Though at itsinception this was a top-down project, its success relied on the active engagementof teachers in the innovation, demonstrating a similar synergy between top-downand bottom-up approaches to that we saw in India. Here it was English Australiathat was manning the CPD ‘travel desk’.In Chapter 4 Isabela Villas Boas examines the experience of her own institution,Casa Thomas Jefferson, in Brazil, in developing multiple opportunities for its teachersto access professional development, differentiated according to their needs and linkedto their career stages. In an organic process over a number of years, her institutionhas moved towards ‘Visionary Professional Development’, which is professionaldevelopment centred on the needs of the teachers and which contributes to a truelearning institution rather than adopting a ‘one size fits all’ approach, with managersdeciding on topics for one-off workshops attended by all teachers at pre-specifiedtimes throu

This volume offers a global view of innovations in the continuing professional development (CPD) of teachers. The papers reflect the nature of teacher development as a lifelong experience extending from initial training to throughout the whole teacher’s career, and represent the wide range of needs and contexts to which continuing professional development programmes respond. There is .

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