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Is there a need for research in the field of teacher training?
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Tue, 03/24/2009 - 18:40
I have been reading the interesting comments on the issue of "Teacher training and education". Among others questions such as how teacher training is done in the different countries, what are the characteristics of a "good" teacher trainer etc., were raised.
I was wondering if teacher training should be researched, if yes how and what would be the most urgent issues. Can we make a difference on the basis of our findings in the system? Is there a need at all for such initiatives? How do you see it?
Helga
Fri, 04/03/2009 - 12:54
#2
Thanks Alexey for your comments and ideas! I have been involved in a teacher training program structure where each trainee had a mentor posted in a local grammar school. The teaching practice lasted 6 months. I was wondering about your comment whether students could come up with more original ideas as they are not restrained by their expereince and institutional practice. Does this mean that they are in a "better position" as far as training is concerned because they have not been influenced by any circumstances? But can't circumstances you are referring to be something positive or?
I do agree with you that it is very important to differenciate between pre-service teacher training and in-service teacher trainig. What methodology could be used for researching the issues you listed?
Helga
I've been doing quite a bit of teacher trainingrecently as I see a number of issues that could be reserahced.
1. What are the differences in practises of training students to become teachers and training experienced teachers for their further development? Obviously, the subject matter will shift, but are there certain approaches that would work better for experienced teachers than for students? I'd say, simulations and case studies would probably be slightly more productive for experienced teachers, but students may probably come up with more original ideas as they ar enot restrained by their experience and institutional practises.
2. How is the subject matter different in training students and experienced teachers? Do more experienced teachers need to become acquainted only with the new approaches and developments in ELT methodology, or would it be more effective to revise some ground rules?
3. Is there any difference in planning the amount of autonomous learning in training students who wish to become teachera and in training more experienced teachers?
4. depending on the teacher's experience, should there be any differences in the types of tasks to use? E.g. would more experienced teachers be better at research and task design? Etc.