Vol 36 No 5 www.pilgrimsttj.

com

The
Teacher
Trainer Autumn 2023

Publication
ISSN 0951-7626
Vol 36 No 5
Contents
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Emily Bryson, Glasgow, UK ........................................ 
From our archive
Principles and practice in teacher education materials
Briony Beaven, Germany ............................................ 9
Supporting teacher educators: Insights from the British
Council’s work
Daniel Xerri, Malta and Simon Borg, Slovenia ............ 15
An interview with
'HFHQWHULQJ±3UDFWLFHVDQGSRVVLELOLWLHV+RUQE\
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Amol Padwad, India and Richard Smith, UK .............. 20
Heat mapping for equal and inclusive classroom
monitoring
Thomas Entwistle, Japan........................................... 20
An interview with
Empowering educators: a conversation with Rachael
Roberts
Rachael Roberts, UK................................................. 
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Joanna Lisewska, Poland .......................................... 25
Rumi’s attitude towards the role of teacher feedback
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Alireza Maleki, Iran .................................................... 26
'RZQPHPRU\ODQH1H[W\HDUHumanising Language
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Hanna Kryszewska, Poland ....................................... 28
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Teacher Trainer Journal ............................................. 31
Contact details.
The Pilgrims Teacher Trainer Journal
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Editor: Phil Dexter phil.dexter@pilgrimsttj.com
Contact us at phil.dexter@pilgrimsttj.com or via the
website https://pilgrimsttj.com
© Pilgrims Ltd 2023 All rights reserved
2 © Pilgrims Ltd. 2023 All rights reserved.
www.pilgrimsttj.com
Phil Dexter
Phil Dexter manages the production of The Pilgrims
Teacher Trainer Journal, has worked as a teacher
trainer for Pilgrims since 1997 and is now a freelance
educational consultant. Phil worked for the British Council
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teacher development and inclusive education. Phil’s
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involves working with governments across the world
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inclusive teaching and learning. Phil has also worked
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adapting coursebooks to be more inclusive.
Phil’s research interests are in good practice approaches to
teaching and learning and evidence informed approaches
based on current developments in neuroscience, with a
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Phil was awarded an MBE in the 2017 Queen’s New
Year Honours for his work in special educational needs,
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retrained in counselling and bereavement counselling.
Phil is the sub-editor of a most recent British Council
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School Environment±DQGDQXPEHURIRWKHUSXEOLFDWLRQV
www.teachingenglish.org.uk/article/creating-inclusive-
school-environment
www.teachingenglish.org.uk/article/language-rich-africa-
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conference-looking
www.teachingenglish.org.uk/article/creating-inclusive-
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needs
https://soundcloud.com/british-council-southasia
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About The Pilgrims Teacher Trainer Journal
The Pilgrims Teacher Trainer is a practical journal
for those involved in English and modern language
teacher training, teaching and training subjects through
the medium of English, and teaching and training in
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a director of studies/head of department, a mentor
or supervisor, an inspector going out to schools or a
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Our aim is to provide a forum for ideas, information
and news, to encourage collaboration and innovation
between professionals, to understand how trainers in
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other.
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Editorial
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digital The Pilgrims Teacher Trainer Journal. If
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welcoming autumn and the change in the season
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situations; whether this is war, climate change,
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the need for professional learning communities
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understanding and support for each other, then this
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international representation in the journal from
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are a little different this time. I believe this issue
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as our usual articles, we have two interviews via
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channels for our different audiences is appropriate
and important, reinforcing our commitment to
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and learning.
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we are following up a new section in the journal
highlighting articles from this rich resource. In this
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in teacher education materials” linking the past into
the present. In this issue, we are including a more
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Decentering ELT – Practice and possibilities in the
last issue, we are following up with an interview with
the book editors Amol Padwad and Richard Smith.
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
Our second video interview is a discussion with
Rachael Roberts, a business and mindset coach,
where we discuss how we can work at empowering
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we can.
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themes covered in the interview with Amol Padwad
and Richard Smith.
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pleased we can reach such a global audience with
the journal, through the British Council Teacher
Educator Newsletter which can be accessed here.
As mentioned in the previous issue, this summer
Pilgrims hosted our summer training with a rich
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voice and personal experience is important to us,
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Lisewska, a participant on the course, telling her
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of the guidelines for writers can be found on the
website. For more detailed information contact
Phil: phil.dexter@pilgrimsttj.com
:H KRSH \RX HQMR\ WKLV HGLWLRQ RI The Pilgrims
Teacher Trainer Journal and our contribution to
encouraging the best of good practice in teacher
education.
Phil Dexter
Production Manager and Editor
phil.dexter@pilgrimsttj.com
3
Vol 36 No 5
14 Reasons to use graphic facilitation
By Emily Bryson, Glasgow, UK
Introduction
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drawn, visuals to guide discussions and support groups
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participants and aid understanding. Some examples of
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hand-drawn icons to activate discussions and tell stories,
visual templates (e.g. hand drawn metaphors such as
a road map, tree or mountain), graphic organisers or
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focus a brainstorming session.
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LPPHGLDWHO\ HQJDJHG ,W ZDV D FDSWLYDWLQJ LQQRYDWLYH
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VHVVLRQVDQGFODVVHVVSHFLDO:KHQ,XVHWKHDFWLYLWLHV
LQ P\ WHDFKHU GHYHORSPHQW VHVVLRQV P\ SDUWLFLSDQWV
DUH IUHTXHQWO\ GHOLJKWHG E\ WKH FUHDWLYH FRORXUIXO DQG
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within teacher education and in the English language
classroom
Background
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Here are some icons which are common to English
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demonstration video here: ZZZ(PLO\%U\VRQ(/7FRP
all-courses/ <RX FDQ DFFHVV WKH YLGHR GLUHFWO\ WKURXJK
this link KWWSV\RXWXEHJ+KKE$.1O8
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9LVXDO WHPSODWHV DUH D FRPPRQ WRRO XVHG E\ JUDSKLF
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activate schemata, structure thoughts, plan or collate
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)RU H[DPSOH D KRW DLU EDOORRQ FRXOG VLJQLI\ WKLQJV WKDW
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as a road or a river stretching to the horizon are great
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include stepping stones through a swamp or a bridge
over a gorge to visualise steps and dangers.
Here is a visual swamp I created for a teacher training
webinar on teaching digital skills online. Participants used
annotation tools in Zoom to add the subskills required
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more engaging, collaborative, inspiring. It also helped
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IRUOHDUQHUVZLWKORZGLJLWDOVNLOOVDQGMXVWKRZPDQ\VNLOOV
WKH\QHHGWRDFTXLUHEHIRUHOHDUQLQJVXFFHVVIXOO\RQOLQH
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within a course.
Visual capture sheets allow facilitators to receive data
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whiteboard and participants use post-its or stickers to
add their thoughts, ideas or feedback. Online, this can
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from a teacher development webinar I did. Participants
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LQ WKH EUDLQ ZKDW WKH\ ZRXOG WHOO RWKHUV LQ WKH VSHHFK
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facilitation technique whilst on secondment at the
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is a certain magic to graphic facilitation that captivates
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1. Revives teaching mojos
I have been teaching English since 2001 and I do not
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and downs in that time.
Before I discovered graphic facilitation, I was in an
extended down slump. I had just returned to the college
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7KHQ , IRXQG JUDSKLF IDFLOLWDWLRQ DQG DOO RI D VXGGHQ
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techniques and repurpose visual templates, metaphors
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DVPLOHDQGPHZLWKDVSULQJLQP\VWHS,ZRXOGORYHIRU
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2. Reduces preparation time
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dogme, language experience and a good splash of
adapting the coursebook.
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metaphors to explain grammar (e.g. past continuous for
background information on the horizon); large icons to
activate schema and start discussions; visual templates
to structure writing; taking visual notes of the lesson on
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UHXVHG DQG UHSXUSRVHG PDQ\ WLPHV 2QFH \RX NQRZ
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WROLIW\RXUVHOIXSRYHUWKRVHFKDOOHQJHV,KDYHDOVRXVHG
this with a class to discuss challenges with learning
English and how to overcome them. In addition, one
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© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
discuss mental health challenges and strategies. Other
topics could be business strategizing, likes and dislikes
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ideas for how to do so.
3. Aids memory
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VKHHWRISDSHUDQGDUHWKHRQO\WH[WRQWKHSDJH1RZ
imagine the same page with words, translations and
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most?
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WR GUDZ WKRVH ZRUGV WRR :KLFK JURXS GR \RX WKLQN
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encourage doodling. Perhaps even demonstrate how to
draw simple icons.
4. Supportive
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as a basis for drawing simple images to support learning.
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when written translations are not possible. Learners with
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moving around the classroom, which can also be popular
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Mind maps, sketchnotes, diagrams, infographics and
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5. Reduces processing load
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too often, but I am going to use it here. It is true. A picture
is worth 1,000 words. Images are engaging.
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SLFWXUHVDQGYLVXDOVWRH[SODLQRUDGGPHDQLQJ:KHQ\RX
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were drawn (pun intended) to the hand drawn visuals in
this article?
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maps, graphic organisers and sketchnotes are so
popular. People like to receive information in a fun, fast
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glance.
Learning graphic facilitation techniques can be a simple
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LQWHUDFW ZLWK LQIRUPDWLRQ LQ GLIIHUHQW ZD\V 2QH RI P\
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comprehension questions into graphic organisers or
visual templates. Students then complete the sections of
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whilst listening.
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I have used it for listening and reading comprehension,
and to allow students to prepare for a speaking or writing
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repurpose it too.
6 © Pilgrims Ltd. 2023 All rights reserved.
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And of course, supporting students to create their own
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6. Fun
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English language learners. Drawing is a creative and
relaxing process. It allows students to feel at ease, which
in turn creates a positive atmosphere for learning.
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I turn to my trusty belief that simple drawings are
not art, but communication. Feel the fear and draw
anyway.
7. Relaxing
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cheerful. It can be a welcome distraction from their
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8. Supports critical thinking
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I tend to draw when I want to represent critical thinking.
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encompasses the overall idea of the inquiring mind and
the process.
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ideas, stories and communicative opportunities.
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give students a concept (e.g. motivation) and ask them
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9. Aids understanding
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aid understanding and make learning more memorable.
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well. In fact, the chair is just three lines (and looks a bit
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on the whiteboard than to write a translation or even
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remember for the rest of the lesson.
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world.
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And I’ve noticed that hand drawn images seem to get more
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meaning, ask students to rephrase instructions and use
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to draw these on the whiteboard. Asking students to draw
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or to explain something to others.
12. Boosts creativity
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or assessment schedules can reduce how imaginative
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facilitation it was a breath of fresh air. I felt like I could
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feel like when students saw me using visual facilitation
techniques in class, it inspired them to let their own
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as well as for our students.
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engage participants. Online, graphic facilitators can do
this using pre-drawn visuals, a graphics tablet, drawing
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modern equivalent of the overhead projector, and can be
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Overall, it’s a superpower!
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curriculums or meeting agendas. It also supports teacher
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Reference
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UREXVWPHPRU\EHQH¿WVLQIUHHUHFDOOQuarterly Journal
of Experimental Psychology. 69  ±GRL10.1

The author
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experience in the classroom. She has written various
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Learning’s Voices, 50 Ways to Teach Life Skills and
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and inclusion and the use of visual tools and graphic
facilitation strategies to make learning more engaging,
accessible and fun. She is a resident blogger for Ellii
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nicest corner of the internet”.
Email: (PLO\#HPLO\EU\VRQHOWFRP
www.pilgrimsttj.com
From our archive:
Principles and practice in teacher education materials
By Briony Beaven, Germany
Introduction
English Language (EL) teacher education materials,
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three areas of literature might provide insights; the
literature of materials development, the literature of
teacher education and handbooks of teacher education.
However, consulting references in these areas
suggests that teacher education materials are under-
FRQFHSWXDOL]HG 7KH ZULWHUV LQ +DUZRRG   IRFXV
RQWKHGHYHORSPHQWRI(/PDWHULDOVIRUOHDUQHUV7KHUH
are valuable chapters on materials in teacher education
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education, not materials for teacher education. Much of
WKHOLWHUDWXUHRI(/WHDFKHUHGXFDWLRQIRUH[DPSOH:ULJKW
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materials: the kind of materials teachers meet and how
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have not themselves had successful experiences of
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the approach.” Another pertinent point when considering
materials for EL teacher education is that teachers who
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PDWHULDOVZULWWHQIRUWHDFKHUOHDUQLQJPD\EHHLWKHU/RU
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For some L2 teachers of English, teacher education
courses in English present a challenge, if often a welcome
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in English requires a high language level or good support
in the form of appropriate training materials and trainer
mediation. Preparing to teach their learners English
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WKRXJK WKLV LV QRZ D UHTXLUHPHQW LQ PDQ\ VFKRROV DQG
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lack the skills to create authentic communicative contexts
in their classrooms. Furthermore, L1 teacher speakers
of English working in contexts that do not cater for
professional exchanges (for example, itinerant freelance
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
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or international. An additional demand on all teachers
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necessitates teachers producing or adapting materials,
so fostering a good command of written, as well as
spoken, English is essential.
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to act as autonomous, committed professionals (Richards
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developing their classroom skills but also in feeling that
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in teacher education courses, (represented in materials)
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profession. Supportive and involving sample tasks are
provided in this article.
Principles for teacher education materials
Bearing in mind the lack of literature on principles for
teacher education materials (see above), and that the
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language-teaching related principles for EL learner
materials (2010) and in addition, for the fourth principle,
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I propose the following features as desirable for effective
teacher education materials.
Principle 1
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needs of their learners.
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(QJOLVKWKHOHDUQHUVDUHH[SRVHGWRLVXVHGLQZD\VWKDW
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W\SLFDO(QJOLVKGLVFRXUVH´ 7RPOLQVRQLELG 
Principle 2
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in English in their classrooms.
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OHDUQHUVWRXVHODQJXDJHHIIHFWLYHO\LQQXPHURXVJHQUHV
DQGIRUQXPHURXVSXUSRVHV´ 7RPOLQVRQLELG 
Principle 3
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9
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Principle 4
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their own beliefs, values and knowledge about language
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Examples of teacher education materials
based on the principles
I will consider each of these principles in turn and illustrate
their application to practice with relevant examples of
teacher education materials.
1 Helping teachers meet the communicative
needs of their learners
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communication as a classroom goal, owing to its
longstanding presence as the supposed norm of language
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RI FRKHUHQFH EHWZHHQ LQVWLWXWLRQDO SROLF\ DQG DFWXDO
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participants have not incorporated it into their teaching
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op.cit.: 223). It appears that mandates intended to ensure
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education that aims to produce teachers who are able
to run communicative language classrooms needs, as a
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experiential materials and experiential learning:
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to have experiences with the approaches materials
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talk about them.
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However, as Diaz Maggioli (op.cit.: 56) observes,
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aspiring teachers in experiences” will not produce the
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and scaffolding will the novice teacher’s experience
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its purpose, its place in an instructional sequence, its
management and where it sits in a framework of language
learning. Materials supposed to help teachers in making
their classroom communicative need to guide them from
personal responses to the experienced activities through
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of their application in each teacher’s own working context.
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needs is set out below:
Back-channels and listening tokens
Materials (adapted from Beaven, 2012b) comprise,
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presented in Figure 1 below.
*XHVVZKDW" 7KHUHZDVD I’ve just heard.
I’ve won a prize VSLGHULQP\ I’m going to
IRUP\WHDFKLQJ soup at lunch. %ULWDLQQH[W\HDU
I’m afraid most You’ll never :RXOG\RX
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going to fail the got them to use Sandra passed
exam. their mobiles KHU3UR¿FLHQF\
well.
0\ODSWRS¶V Our head I’m so fed up.
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DJDLQ VKH¶OOEX\PRUH work to do all
English books the time.
for our school.
Figure 1: Sample teacher cards for backchannel/listening
token practice
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FDUG7KHOLVWHQLQJWHDFKHUUHVSRQGVZLWKDVXLWDEOHEDFN
channel or listening token. Cards are exchanged and the
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contexts.
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the importance of spoken discourse in communication
and of the social function of short listener response
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to use Figure 1: Sample teacher cards for backchannel/
listening token practice such responses, enable them
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more aware of spoken discourse patterns when planning
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on grammar and discrete grammatical items as the
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interactional discourse targets the intended ‘double
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three barriers to teachers meeting the communicative
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and teachers lack knowledge in the area of spoken
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their knowledge into manageable and accessible lessons
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www.pilgrimsttj.com Vol 36 No 5

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WRNHQVH[HPSOL¿HVDSRVVLEOHDSSURDFKWREUHDNLQJGRZQ talking about past habits and states.
these barriers. Feedback from teachers with whom I have
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their classrooms has been positive and includes reports ........ in the text.
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though the problems are often different. Both groups
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interaction in English that a classroom represents. L1
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speakers of English in the classroom samples below
XVHRYHUO\FRPSOH[DQGXQFOHDUODQJXDJHWKDWPXGGLHV Categorisation – Classroom management
its instructional purposes, confusing learners and 7HDFKHUV OHDUQ SKUDVHV IRU W\SLFDO LQVWUXFWLRQDO QHHGV
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English:

³$OULJKW\,PLJKWJHW\RXWRJRLQWRWZRJURXSVQRZ Put the phrases below into the right box; setting up
,PLJKWJHW\RXWRPRYH\RXUFKDLUDQG\RXFDQVLW activities, monitoring activities, checking answers,
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one of the categories.” (American)
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(-RQHV  
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use unnatural language:
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the others and tell more what is about.”
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chocolate.”
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5 Look at me, please, and listen.
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in the language classroom.

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language rather than more theoretical discussions about
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the ESP situation being that the context is a classroom
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lines of each exercise are given here.

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Read the extract below and answer the questions.
:KR¿UVWLQWURGXFHVDQRQOHVVRQWRSLF"
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questions about the weekend?
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teacher not to know the answers and to let students
guide the course of classroom chat?
[After taking the register the teacher starts chatting to
students]
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S: Yes.
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S: I got married.
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a good weekend then. (5.0) [laughter and buzz of
conversation]
71RZWXUQWRSDJHLQ\RXUERRNV  <RXUHPHPEHU
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checks book and lesson plan while other students
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training. ELT Journal 522[IRUG8QLYHUVLW\3UHVV
Figure 4: &ODVVURRP ODQJXDJH ± ORRNLQJ DW DXWKHQWLF
interaction
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trainees/teachers with appropriate linguistic realisations of
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educator can proceed to eliciting other exponents for the
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between the exponents allow useful lines to be drawn
between natural and unnatural, suitable and unsuitable
language for particular communicative purposes. Further
practice of the language through micro-teaching tasks
embeds it in a teacher’s productive repertoire. Such
extension and development of the original language
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found in teacher training seminars and can be organised
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functional classroom language. It asks teachers to
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answering a set of discussion questions teachers are led
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teacher could have built on a learner’s utterance to
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instance, extracts demonstrating effective interventions
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discussions on the advantages and disadvantages
of teachers permitting or encouraging classroom talk
outside the scope of the lesson plan let trainees/teachers
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possible solutions.
3 Provide teachers with the skills and
opportunities to interact socially and
negotiate meaning in English in the wider
professional community
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requires knowledge about the professional discourse of
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making sense of their professional experiences through
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the use of professional discourse follow.
Metalanguage memos
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on which teachers place new professional words on small
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can be categorised and then recategorized according to
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be added to some lexical items that concern learner
motivation.
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to check what has been memorised or understood.
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Creating these materials raises teachers/trainees’
awareness and expands their receptive repertoire of
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Reading in role
7KH XQSXEOLVKHG PDWHULDOV %HDYHQ   FRQVLVW RI
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is read for understanding in a chosen or assigned role,
the role being retained while the participating teachers
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second part of the materials consists of a set of roles
(Figure 5 below). After having read the article in role and
prepared their views, the teachers interact and negotiate
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whose English is stronger are given the author role.
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1. <RXDUHWKHDXWKRURIWKHDUWLFOH5HDGLWDVLI\RX
had written it, knowing the information contained in
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suggests.
2. You are a massage or painting teacher for adults.
Read as a provider of spare time activities for
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ORRNLQJIRUQHZSDUWLFLSDQWVLQ\RXUHYHQLQJ
courses.
3. <RXDUHDQH[SHULHQFHGWHDFKHUZLWKORWVRIIDPLO\
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else. Read in that role.
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You are open to the idea of teacher development.
Read in that role.
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After reading and preparation the teacher educator chairs
³'LVFXVVLRQWLPHZLWKWKHDXWKRU´LQZKLFKWKH³DXWKRUV´
sit as a panel at the front of the room. Members of the
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mediates feedback on content and language.
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expressing and critiquing views, and the development of
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to, for example, participation in conferences.
4 Encourage teachers/trainees to be critical
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on teacher education such as Richards and Farrell’s
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sociocultural perspective (op.cit.) and Diaz Maggioli’s
³SDUWLFLSDWHDQGOHDUQ´ RSFLW IDYRXULQWKHLUGLIIHUHQW
ZD\VDOHDUQLQJUROHIRUWHDFKHUVWKDWQHFHVVLWDWHVWKHLU
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DQDO\VLVEHORZ WRWKLQNLQJFULWLFDOO\LQWKHWUDLQLQJURRP
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workplaces (Values investigation below).
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
Coursebook analysis
At the simplest level, teachers can be encouraged to
WKLQNFULWLFDOO\DERXWWKHLUFRXUVHERRNVZKLFKWKXVVHUYH
DVPDWHULDOVIRUWHDFKHUHGXFDWLRQ7UDLQHHWHDFKHUVFDQ
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spread for its aims, its mode of introducing new language,
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teacher educator can move the trainees on to consider
the author’s possible criteria for selecting particular
language items or genres and the relevance of what
is offered to their present or future teaching contexts.
)LQDOO\ WHDFKHUV FDQ EH DVVLVWHG LQ SURJUHVVLQJ WR D
³FULWLFDO HQJDJHPHQW ZLWK WKH FRXUVHERRN DV D FXOWXUDO
DUWHIDFW DQG EHDUHU RI PHVVDJHV´ *UD\   
exploring, for instance, implicit coursebook attitudes to
social, cultural and linguistic issues.
Values investigation
+DYLQJGHYHORSHGWKHKDELWRIWKLQNLQJFULWLFDOO\WKURXJK
DQDO\VLVRIFODVVURRPPDWHULDOVH[SRVXUHWRRSHQWDVNV
in the training room and considered assessment of their
WHDFKHU HGXFDWRUV¶ SUDFWLFH WHDFKHUV PD\ EH UHDG\
to look at broader areas such as the culture of their
VFKRRO RU LQVWLWXWLRQ 7KH XQSXEOLVKHG PDWHULDOV EHORZ
(Beaven 2015, based on Hargreaves 1999) encourage
teachers to think about the culture of their own school/
LQVWLWXWLRQDQGWRFODULI\KRZLWPD\EHGLIIHUHQWIURPRWKHU
VFKRROV7KHSURFHVVHQDEOHVLQVWLWXWLRQVSHFL¿FYDOXHV
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sometimes leading towards change. Values considered
in the materials are:
• 3DLU±KLHUDUFK\7DNLQJLQLWLDWLYHYUHVSHFWLQJ
DXWKRULW\
• 3DLU±UHVSHFW'RZKDWLVH[SHFWHGYSHRSOH
FRPH¿UVW
• 3DLU±UHOLDELOLW\3UHYHQWLQJPLVWDNHVYFDOFXODWHG
worthwhile risks
• 3DLU±VHULRXVQHVV'HGLFDWLRQIDVWSDFHYZDUPWK
humour
• 3DLU±RSHQQHVV3ULYDF\YGLVFXVVLQJKRZ\RX
feel
• 3DLU±UHVXOWVRULHQWDWLRQ7DUJHWVDQG
measurements v. helping learning
7HDFKHUV UHÀHFW RQ SDLUV RI YDOXHV LQ WXUQ DQG VWDWH
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to pertaining attitudes in their school or institution.
7KH\ WKHQ GLVFDUG WKUHH LUUHOHYDQW LWHPV DQG SODFH WKH
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of preponderance and compare and explain their results
to others.
13
Vol 36 No 5 www.pilgrimsttj.com

ƒ 7DNLQJLQLWLDWLYH ƒ 5HVSHFWLQJDXWKRULW\ References

participation strong direction Beaven, B. 2012a. A Course in Classroom Language
ƒ 6FKRROFRPHV¿UVWGR ƒ 3HRSOHFRPH¿UVW for Student Teachers 8QSXEOLVKHG PDQXVFULSW
what is expected HYHU\RQHFDQ &RPPLVVLRQHG E\ DQG IRU WKH µ6SUDFKSUD[LV¶ VHFWLRQ
contribute of the ‘Anglistik’ Department of Ludwig- Maximilians-
ƒ Preventing mistakes/ ƒ Calculated risks for 8QLYHUVLWlW0QFKHQ
careful planning worthwhile goals Beaven, B. 2012b. Trainer Development Course.
ƒ Dedication/fast pace ƒ :DUPWKKXPRXUIHHW &RPPLVVLRQHGE\DQGIRUWKH%ULWLVK&RXQFLO&KLQD
on ground
&DVH$$UHYLHZRI³3UDFWLFDO&ODVVURRP(QJOLVK¶¶
ƒ 'LJQLW\UHVHUYHSULYDF\ ƒ Admitting mistakes/
English Language Teaching Journal±
GLVFXVVLQJKRZ\RX
feel 'LD] 0DJJLROL *  Teaching Language Teachers.
ƒ 7DUJHWVVHWUHVXOWV ƒ Helping people learn/ 3O\PRXWK5RZDQDQG/LWWOH¿HOG(GXFDWLRQ
measured OD\LQJIRXQGDWLRQV
)UHHPDQ'.DW]$*RPH]3* %XUQV$
Figure 6: Sample values pairs for Diamond Nine ³(QJOLVKIRU7HDFKLQJ 5HWKLQNLQJ 7HDFKHU 3UR¿FLHQF\
in the Classroom”. English Language Teaching Journal
Diamond nine: values and beliefs in my teaching context
69/2, 129-39.
*DUWRQ6 *UDYHV.International Perspectives
most on Materials in ELT. Basingstoke: Palgrave Macmillan.
characteristic
or important *UD\-³7KH(/7FRXUVHERRNDVFXOWXUDODUWHIDFW
value
how teachers censor and adapt”. English Language
second second Teaching Journal±
priority priority
value value +DUJUHDYHV'+HOSLQJ3UDFWLWLRQHUV([SORUH7KHLU
6FKRRO¶V &XOWXUH ,Q 3URVVHU - (G 6FKRRO &XOWXUH S
third third third
±/RQGRQ3DXO&KDSPDQ
priority priority priority
value value value
Harwood, N. 2010. English Language Teaching Materials:
fourth fourth Theory and Practice.&DPEULGJH&DPEULGJH8QLYHUVLW\
priority priority Press.
value value
-RKQVRQ . (   Second Language Teacher
least
characteristic
Education: A Sociocultural Perspective. Abingdon:
or important Routledge.
value
/HDWKHU 6  0DQDJLQJ \RXU RZQ FRQWLQXRXV
learning. English Teaching Professional±
Figure 7: Diamond Nine
5LFKDUGV - &  )DUUHOO 7 6 &  Professional
7KURXJK FKDUDFWHUL]LQJ DQG LQWHUURJDWLQJ WKH VWDWXV Development for Language Teachers. Cambridge:
quo as represented in coursebooks, in training room &DPEULGJH8QLYHUVLW\3UHVV
tasks, in their teacher educator’s approach and in their
7KDLQH&Teacher Training Essentials: Workshops
own school environment teachers engage in thoughtful
for Professional Development. Cambridge: Cambridge
professionalism.
8QLYHUVLW\3UHVV
Conclusion 7RPOLQVRQ %  3ULQFLSOHV RI HIIHFWLYH PDWHULDOV
7KLV DUWLFOH GHPRQVWUDWHV YLD H[HPSODUV IRXU SULQFLSOHV development. In Harwood, N. Ed. English Language
IRU WHDFKHU HGXFDWLRQ PDWHULDOV 7KH W\SH RI PDWHULDOV Teaching Materials: Theory and Practice, S±
suggested link communicative methodological &DPEULGJH&DPEULGJH8QLYHUVLW\3UHVV
experiential learning to received knowledge through
:ULJKW7 %HDXPRQW0Experiences of Second
JXLGHG UHÀHFWLRQ7KH\ VXSSRUW WHDFKHUV LQ RQH RI WKHLU
Language Teacher Education. Basingstoke: Palgrave
main concerns, effective use of English (Case op. cit.),
Macmillan.
focusing on developing the skills needed to interact
VRFLDOO\DQGQHJRWLDWHPHDQLQJLQDQGRXWRIFODVVURRPV The Author
ZLWKDWWHQWLRQWRERWK/DQG/XVHUVRI(QJOLVK7KH\
DLPWRGHYHORSDFULWLFDODSSURDFKWR(/7/DVWO\WKURXJK %ULRQ\ LV DQ (/7 FRQVXOWDQW WHDFKHU WUDLQHU PDWHULDOV
both the materials themselves and their implementation, writer and teacher. She is the Delta Course Director for
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she teaches Classroom Language to trainee teachers
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development course for the British Council, as well as
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Supporting teacher educators: Insights from the

British Council’s work
By Daniel Xerri, Malta and Simon Borg, Slovenia

for teacher educators7KHIUDPHZRUN VHHDOVR'DUOLQJ

Introduction 2022) describes eleven professional practices organised
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professional development of language teachers has to development.
been substantial, comparable work focusing on the
development of teacher educators has been limited. In
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fail to acknowledge that teacher educators are a distinct
group of professionals that have their own induction
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EURDG GH¿QLWLRQ RI WKH WHUP teacher educator, which
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involve supporting teachers. For instance, the European
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school-based mentors, freelance teacher trainers and
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have standards determining the competences that
a person requires to work as a teacher educator
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ZKR ZRUN VLPXOWDQHRXVO\ DV ODQJXDJH WHDFKHUV LQ teacher educator involves knowing the subject, as well
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needs of teacher educators are identical to those of the teachers learn. Some of the subject knowledge entailed
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What competences do teacher educators 7HDFKHU HGXFDWRUV¶ ZRUN FDQ DOVR EH HQKDQFHG E\
need? an understanding of the socio-cultural context and
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Establishing the competences that teacher educators
of how teachers acquire and use new knowledge and
require helps to delineate what the role involves and
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how distinct its associated needs are from those of
professional learning also allow teacher educators to
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skills and attitudes that individuals require in their
professional context, competences are what enable :LWKUHVSHFWWRWKHVNLOOVFDWHJRU\WKHIUDPHZRUNLGHQWL¿HV
WHDFKHU HGXFDWRUV WR RSHUDWH HIIHFWLYHO\ ,Q (/7 RQH six professional practices that effective teacher educators
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(2022a) Continuing professional development framework teacher learning, which amongst other things, involve the

© Pilgrims Ltd. 2023 All rights reserved. 15

Vol 36 No 5
DELOLW\WRXVHQHHGVDQDO\VLVIRUPXODWHOHDUQLQJREMHFWLYHV
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teacher competence includes both knowing how to assess
teacher learning as well as giving teachers effective oral
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know how to support teachers’ ongoing professional
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concern that allows teacher educators to create a learning
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for teacher educators includes two professional practices.
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professional development, which can be achieved, for
example, when teacher educators adopt a positive attitude
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to the profession, which involves such competences as
creating and supporting teacher communities of practices,
disseminating information about their own practices and
experiences to their peers, and conducting research that
is relevant to them and other professionals.
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wide relevance, certain competences will be of particular
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teacher competence” addresses the skills and knowledge
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teacher educator needs in different contexts.
Why is support for teacher educators’
competences important?
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(foundation, engagement, integration and specialisation)
through which teacher educator competences develop1.
However, for individuals to progress through these stages,
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directed resources as well as more structured professional
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contexts around the world support for teacher educators is
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to make a rather seamless transition to being a teacher
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an effective teacher educator.
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current developmental level.
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receive support for the development of their competences
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of a formal route leading one to become a teacher educator
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presents or having mastered the duties and responsibilities
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teacher educators doing most of their learning on the
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are a heterogeneous group, (Ping et al., 2018), the
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teacher educators, but to ensure this is aligned with the
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How is the British Council supporting
teacher educators?
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educators. For example, large-scale CPD initiatives
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familiarizes teacher educators with programme content
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how to support teachers online became a central focus
of teacher educator training during the pandemic).
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support individuals with their professional and career
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listed on the British Council’s landing page for teacher
educators), and seeks to offer a wide range of activities
that cater for the needs associated with these roles.
TEACHER EDUCATOR NETWORK
(Global Resources)
Newsletters
Webinars
Self-Directed Pathway Builder
MOOC
TEACHER EDUCATOR COMMUNITY
(Community Resources)
Training courses
Small group collaborative opportunities
Networking (Annual Online Symposium)
Figure 2: 7('63GLPHQVLRQVDQGDFWLYLWLHV
© Pilgrims Ltd. 2023 All rights reserved.
www.pilgrimsttj.com Vol 36 No 5

$V)LJXUHVKRZVWKH%ULWLVK&RXQFLO¶V7('63RSHUDWHV
at both a global level (the wider teacher educator network
which includes around 30,000 newsletter subscribers) and
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while the network consists of a large population of
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Council is seeking to engage through open access
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support for teacher educators is also designed to be
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teacher educators can engage with in an autonomous
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events and engagement models that are based on the
principle of collaborative learning under the guidance of
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Educator landing page for further details).

Table 1: 7('63DFWLYLWLHV

Activity Network Community Description

Newsletters $ PRQWKO\ HPDLO QHZVOHWWHU WKDW WHDFKHU HGXFDWRUV VXEVFULEH WR
ϑ It includes information about upcoming British Council events and
relevant resources.
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ϑ
development of teacher educators.
Self-Directed $ OHDUQLQJ SDWKZD\ WKDW WHDFKHU HGXFDWRUV FDQ FRQVWUXFW IRU
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MOOC Helping A 9-week course with set start and end dates that is aimed at
Teachers to Learn teacher educators and teachers transitioning into the role of teacher
ϑ
(forthcoming) HGXFDWRU 7KH FRXUVH IRFXVHV RQ WKH IRXQGDWLRQV WKDW WHDFKHU
educators require to facilitate teacher learning.
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LQ7HDFKHU ϑ educators interested in developing their knowledge and skills, as well
(GXFDWLRQ $&7( as teachers keen on transitioning into the role of a teacher educator.
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Practice Leader ϑ for professionals interested in developing the knowledge and skills
Support Programme to set up and facilitate communities of practice for teachers.
/HDUQLQJ3DWKZD\V A 10-week online mentored course that provides participants with
into the Assured SUHSDUDWLRQIRU$&7(E\DFWLQJDVDQLQLWLDOJURXQGLQJLQWKHNQRZOHGJH
&HUWL¿FDWHLQ ϑ skills and self-awareness associated with the role of a teacher educator.
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Builder means of which participants receive support to build their learning
ϑ
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WRGHYHORSSURIHVVLRQDOO\LQDVDIHDQGVXSSRUWLYHHQYLURQPHQW
Collaborative 3UDFWLFDO UHVRXUFHV SURGXFHG E\ WKH FRPPXQLWLHV RI SUDFWLFH
Outputs ZRUNLQJ FROODERUDWLYHO\ LQ WKH FRPPXQLW\ VSDFH RQ WKH %ULWLVK
ϑ
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an Engagement Lead.
$QQXDO7HDFKHU $ RQHGD\ HYHQW WKDW SURYLGHV FRPPXQLW\ PHPEHUV ZLWK DQ
Educator RSSRUWXQLW\ WR QHWZRUN DV ZHOO DV WR UHÀHFW DQG GLVFXVV DFWLYLWLHV
&RPPXQLW\2QOLQH collaborative outputs and themes pertinent to the work of a teacher
ϑ
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from the British Council’s small communities of practice, Engagement
Leads, and British Council colleagues.

© Pilgrims Ltd. 2023 All rights reserved. 17

Vol 36 No 5
Challenges for a global language teacher
educators’ support programm
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2023) which has highlighted some of the challenges that
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of teacher educators. One of these relates to the point
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sensitive and professionalised teacher educator network
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in different settings” (British Council, 2022b), but it is
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Council recognises this challenge, and while it seeks to
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between its aspirations for teacher educators and
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self-directed, open-ended and self-sustaining teacher
educator communities in contexts with educational
traditions with contrasting values2. Even at the level of the
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of this kind can be less valued than a formal training
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teacher educator support the British Council would like to
promote and what teacher educators in various contexts
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be important for the effectiveness of the British Council’s
teacher educator support.
Aspirations Context
- Commitment - Time-poor
- Self-direction - Top-down
educational culture
- Ownership
- Training models
- Process-oriented
- Reflection
- Product-oriented
- Technologically-
- Networked constrained
- Collaborative
- Individual
Figure 3: Aspirations and context in small-group teacher
educator communities
2 In such cases, teacher educators do also have access to more
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18
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of teacher educators are engaging with a wide range of
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read newsletters). However, with the more targeted
events, such as webinars and small-group teacher
educator communities of practice, there is scope (which
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become more salient as the programme grows and core
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make to the subsequent teacher educator practices of
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robust evaluation framework, though, will be an important
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References
%RUJ6 ;HUUL' 0D\ Strategic review of the
British Council’s teacher educator support programme
(TEDSP) Internal report for the British Council.
British Council. (n.d.). Teacher educators. https://www.
teachingenglish.org.uk/professional-development/
teacher-educators
British Council. (2022a). Continuing professional
development framework for teacher educators.
https://www.teachingenglish.org.uk/sites/teacheng/
ILOHVB%ULWLVK&RXQFLOB&3'B7HDFKHUB(GXFDWRUVB
),1$/BBSGI
British Council. (2022b, August). Global programmes:
Teacher educator audience strand [PowerPoint slides].
%ULWLVK &RXQFLO  -DQXDU\  Global programmes:
Teacher educator audience strand: Theory of change
>:RUGGRFXPHQW@
Darling, E. (2022). Developing as a teacher educator:
A new framework from the British Council. The Pilgrims
Teacher Trainer Journal, 35(3).
European Commission. (2012). Supporting the teaching
professions for better learning outcomes. https://eur-lex.
HXURSDHX/H[8UL6HUY/H[8UL6HUYGR"XUL 6:'
),1(13')
European Commission. (2013). Supporting teacher
educators for better learning outcomes. https://
FODUHNRVQLNILOHVZRUGSUHVVFRPHXURSHDQ
commision-on-tchr-ed.pdf
+DGDU / /  %URG\ ' /   ,QGLYLGXDO JURZWK
DQG LQVWLWXWLRQDO DGYDQFHPHQW 7KH LQKRXVH PRGHO
for teacher educators’ professional learning. Teaching
and Teacher Education, 75 ± https://doi.
org/10.1016/j.tate.2018.06.007
+DUULVRQ- 0F.HRQ)  3HUFHSWLRQVRIEHJLQQLQJ
teacher educators of their development in research and
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researcher, role model, administrator, traveller,
counsellor, collaborator, technologist, academic, thinker
« FRPSOLDQFH RU DXWRQRP\" Journal of Education for
Teaching, 49   ± https://doi-org.ejournals.um.edu.
PW
/XQHQEHUJ 0 'HQJHULQN -  .RUWKDJHQ )  
The professional teacher educator: Roles, behaviour,
and professional development of teacher educators.
Springer.
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Teacher Education SS ±  6SULQJHU https://doi.
RUJB
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Education, 21   ± https://doi.org/10.1016/j.
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educators’ professional learning: A literature review.
Teaching and Teacher Education, 75±https://doi.
org/10.1016/j.tate.2018.06.003
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a teacher educator: Voices of beginning teacher
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Becoming a teacher educator: Theory and practice for
teacher educators SS± 6SULQJHU
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
6ZHQQHQ$ YDQGHU.OLQN0 (GV   Becoming
a teacher educator: Theory and practice for teacher
educators. Springer.
:LOOLDPV -  +D\OHU 0 (GV    Professional
learning through transitions and transformations: Teacher
educators’ journeys of becoming. Springer.
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educator: Experience, belonging, and practice withing
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Education, 8  ±KWWSVGRLRUJ

The authors
Simon Borg has been involved in language teaching and
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design, implementation and evaluation of professional
development programmes and policies and has
completed assignments for educational organisations
LQ RYHU WZHQW\¿YH FRXQWULHV 'HWDLOV RI KLV ZRUN DUH
available at KWWSVLPRQ±ERUJFRXN.
Email: s.borg@simon-borg.co.uk
'DQLHO ;HUUL LV D 6HQLRU /HFWXUHU LQ$SSOLHG /LQJXLVWLFV
DQG7(62/ DW WKH 8QLYHUVLW\ RI 0DOWD +LV PRVW UHFHQW
book is Innovative Practices in Early English Language
Education (2023, Palgrave Macmillan). Details of his
work are available at: www.danielxerri.com
Email: daniel.xerri@um.edu.mt
19
Vol 36 No 5 www.pilgrimsttj.com

An interview with
Decentering ELT – Practices and Possibilities,
Hornby Trust Publication, 2023
By Amol Padwad, India, and Richard Smith, UK, interviewed by Phil Dexter

The editors
Introduction
Amol Padwad is the Director, Centre for English Language
In our previous summer issue of the The Pilgrims
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Teacher Trainer Journal 2023, we reviewed the book
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Decentering ELT – Practices and Possibilities. In
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WKLVLVVXHZHDUHYHU\SOHDVHGWREHDEOHWRLQWHUYLHZ
areas of interest include teacher development, teacher
the editors of the publication, Amol Padwad and
UHVHDUFKKLVWRU\RI(/7DQGSROLWLFDOHFRQRP\RI(QJOLVK
Richard Smith.
.H\KLJKOLJKWLVVXHVRQWKHFRQFHSWRI'HFHQWHULQJ(/7 Email: amolpadwad@gmail.com
are:
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'HFHQWULQJ(/7³KLJKOLJKWVWHDFKHUV¶RZQGHYHORSPHQW
DWWKH8QLYHUVLW\RI:DUZLFNZKHUHKHWHDFKHV%$0$
RI FRQWH[WXDOO\ DSSURSULDWH WKLQNLQJ DQG DFWLRQ  LQ
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relation to the needs of their local contexts.”
in Large Classes research and development network
³'HFHQWULQJ (/7 HQDEOHV H[SORUDWLRQ RI DOWHUQDWLYHV
7(/&QHW LQDQGVLQFHKDVEHHQGHYHORSLQJ
to English language teaching centred on ‘outsider’
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Latin America, Africa and South Asia. He is also interested
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LQ WKH +LVWRU\ RI (/7 DQG LV IRXQGHU DQG FXUDWRU RI WKH
and extending practices which are effective for them,
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ac.uk/richardcsmith
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The Pilgrims Teacher Trainer JournalDOZD\VVWULYHVWR Email: R.C.Smith@warwick.ac.uk
ensure the authentic voice of contributors to the journal
and the interview can be viewed here
For more information, the book is available on the
+RUQE\7UXVWZHEVLWHKWWSVZZZKRUQE\WUXVWRUJXN
decentring-elt.

Heat mapping for equal and inclusive classroom

monitoring
By Thomas Entwistle, Japan

Introduction
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of action research, conducted in a higher education
FRQWH[W LQ FHQWUDO -DSDQ ZDV XQGHUWDNHQ WR VHH
ZKHWKHUP\FODVVURRPPRQLWRULQJDQGVWXGHQWWHDFKHU
WLPH ZDV GLVWULEXWHG HTXDOO\ IDLUO\ DQG LQFOXVLYHO\
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to explain how this action research was carried out
through effective classroom management techniques,
multiple observations, and classroom heat mapping,
i.e., keeping a visual record of the teacher’s movements
and interactions throughout the lesson. After, the article
ZLOOJRWKURXJKWKHUHVXOWV ZKLFKZHUHPDLQO\SRVLWLYH 
before going on to explore some of the implications and
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suggest some ideas for possible further action research
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readers’ own contexts.
Background
As part of a previous professional development exercise,
DFWLRQ ZDV WDNHQ LQWR LGHQWLI\LQJ P\ RZQ EHOLHIV DQG
practices as an English language teacher. It has been
said that over time, teachers develop their own beliefs
about language learning and language teaching and
WKHLULQFODVVSUDFWLFHVFDQWKHQEHLQÀXHQFHGE\WKHVH
EHOLHIV /LJKWERZQ3 6SDGD1 2IWHQWKHVH
beliefs and practices can remain unconscious and
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regular peer observation.
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from Lightbown and Spada (1993), was used to start
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EHOLHIV DQG SUDFWLFHV 7KLV KHOSHG P\ WR HVWDEOLVK WKDW
, ¿UPO\ EHOLHYHG LQ EXLOGLQJ D VWURQJ UDSSRUW ZLWK P\
students through one-to-one interactions and constructive
feedback to foster trust among the class, which can in

20 © Pilgrims Ltd. 2023 All rights reserved.

www.pilgrimsttj.com
turn lower the barriers preventing communication i.e.,
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leading to more meaningful communication.
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feedback and comments that I had obtained through
previous formal and informal classroom observations,
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VWXGHQW VDWLVIDFWLRQ VXUYH\V$V D UHVXOW D VKRUW OLVW RI
self-perceived teaching strengths and weaknesses was
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will focus on two of the weaknesses from that short
list: classroom management and effective classroom
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learner feedback.
Areas to improve
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DOUHDG\ KDG H[FHOOHQW UDSSRUW ZLWK P\ VWXGHQWV DQG
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classes, making them conducive to communication and
learning. However, it had also been commented on that
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IDFWWKDWVWXGHQWVKDGQRWEHHQSURSHUO\LQVWUXFWHGWRSXW
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with students when monitoring, an important aspect of
effective monitoring (Scrivener, 2011). One past observer
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DVWKH\ZHUHGRLQJWKHLUZRUN
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VXUYH\VDOVRVKRZHGWKDWWKHYDVWPDMRULW\RIVWXGHQWVIHOW
WKDW,ZDVIULHQGO\DSSURDFKDEOHDQGZHUHVDWLV¿HGWKDW
WKH\KDGEHHQSURYLGHGZLWKDGHTXDWHIHHGEDFN<HWWR
WKHTXHVWLRQ³'R\RXIHHOWKHWHDFKHUDOZD\VDQVZHUHG
\RXU TXHVWLRQV"´ D VPDOO QXPEHU RI UHVSRQGHQWV
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Putting the plan into action
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DSULYDWHIRUHLJQVWXGLHVXQLYHUVLW\LQFHQWUDO-DSDQ7KH
class in which the action research took place was one
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VWXGHQWVWDNHHDFKZHHNDQGZDVWKHRQO\(QJOLVKFODVV
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¿IWHHQ WR WZHQW\ PDLQO\ IHPDOH VHFRQG \HDU XQLYHUVLW\
students.
A couple of action points were decided upon based on
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the classroom management issues, i.e., the cluttered
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smaller belongings like books and drinks underneath
WKHLUGHVNVDQGWRGHSRVLWODUJHULWHPVOLNHJ\PNLWVDQG
bigger backpacks at the back of the classroom, thus
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© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
LW SRVVLEOH IRU ERWK P\VHOI DQG WKH VWXGHQWV WR EH DEOH
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ZLWK WKH REVHUYHU EHLQJ DVNHG WR NHHS D UHFRUG RI P\
in-class movements and interactions with students on
a so called heat map throughout a 90-minute lesson.
Heat maps are simple, and visually appealing
representations of movements that have been utilized
in a wide range of contexts from experiments tracking
H\H PRYHPHQWV WR IROORZLQJ YDULRXV DWKOHWHV DQG WKHLU
on-pitch movements during a sporting event.
Figure 1: Pedestrian heat map: Creative commons
image from ÀLFNU
7KHLGHDWRLPSOHPHQWWKHXVHRIDKHDWPDSLQDQ($3
context was a merging of heat maps observed being used
in sports broadcasts and an idea adapted from Methods
of Observations in Classroom Research (Hopkins, 2008).
7KH DLP RI WKLV DFWLRQ UHVHDUFK ZDV WR REVHUYH LI WKH
teacher spent a disproportionate time in a particular area
of the classroom, or with certain students, which would
SRVVLEO\ KLJKOLJKW DQ\ LVVXHV UHODWLQJ WR IDLU HTXDO DQG
inclusive monitoring.
Heat map one
)LUVWO\LQVWUXFWLRQVWRWKHOHDUQHUVWRNHHSWKHÀRRUFOHDU
RIDQ\REVWUXFWLRQVKDGDQLPPHGLDWHSRVLWLYHHIIHFWRI
decluttering the environment making it easier for all to
manoeuvre around the classroom.
$IWHUWKDWWKH¿UVWSHHUREVHUYDWLRQZDVDUUDQJHGIRUPLG
VHPHVWHU RQH RI WKH -DSDQHVH DFDGHPLF FDOHQGDU WKH
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REVHUYHUEHLQJLQVWUXFWHGWRVLWXQREWUXVLYHO\DWWKHEDFN
RIWKHURRPDUPHGZLWKWKHLUKHDWPDSUHDG\WR¿OORXW
Regarding ethical considerations, in the lesson prior
WR WKH REVHUYDWLRQ WKH VWXGHQWV ZHUH PDGH IXOO\ DZDUH
that an observer would be joining the following session,
were informed of the full reasoning for this, and that the
observer would be there to observe me, not the students.
21
Vol 36 No 5 www.pilgrimsttj.com

against the wall meaning that if I loop around to the

right, this limits the chance for interactions with those
against the wall on the left.
Following this, a second peer observation was organized
IRU PLGZD\ WKURXJK WKH VHFRQG XQLYHUVLW\ VHPHVWHU
ZKLFKUXQVIURPPLG6HSWHPEHUWRPLG-DQXDU\LQ-DSDQ

Heat map two

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WHDFKHULQWHUDFWLRQVZHUHPXFKPRUHHYHQO\GLVWULEXWHG
during the second observation than in observation one.

Figure 2: Heat map one

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In-class movements were recorded using arrows and
WHDFKHULQWHUVHFWLRQVZLWKVSHFL¿FVWXGHQWVZHUHUHFRUGHG
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DQGLWFDQEHVHHQWKDW,SUHGRPLQDQWO\PRYHGGRZQWKH
centre of the room, sometimes peeling off to interact with
students on the left and right, and often looping back
down the right-hand side of the room to return to the
ZKLWHERDUGDQGWKHIURQWRIWKHFODVV7KHPDSVHHPVWR
VXJJHVWWKDWDOWKRXJKHYHU\VWXGHQWUHFHLYHGVRPHRQH
WRRQHWLPHZLWKPHWKRVHGLUHFWO\LQIURQWDQGWRWKHULJKW Figure 3: Heat map two
of the teacher podium, and those in the middle to the left
7KHPDSVKRZVWKDWRQHVWXGHQWDQG,LQWHUDFWHGZLWKHDFK
received much fewer student-teacher interactions than
other a total number of ten times, whereas one student
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DQG , LQWHUDFWHG RQO\ RQ WKUHH RFFDVLRQV +RZHYHU WKH
one-to-one student-teacher interactions, whereas one
average number of student-teacher interactions improved
student received eight interactions. However, I interacted
IURP  LQWHUDFWLRQV SHU VWXGHQW LQ REVHUYDWLRQ RQH WR
ZLWKWKHYDVWPDMRULW\RIWKHVWXGHQWVMXVWXQGHU¿YHWLPHV
6.5 interactions in observation two. If that was maintained
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RYHU D IXOO VHPHVWHU D -DSDQHVH XQLYHUVLW\ VHPHVWHU
VKRZHGWKDWDOWKRXJKXQLQWHQWLRQDOP\HIIRUWVWRPRQLWRU
W\SLFDOO\EHLQJZHHNV the average student would
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7KHUHIRUHWKHIROORZLQJFRUUHFWLYHPHDVXUHVZHUHWDNHQ
teacher: an invaluable source of extra teacher input for
ƒ 7KHURZGLUHFWO\LQIURQWRIWKHWHDFKHUSRGLXP each student (Nunan, 1991).
ZDVPDGHRXWRIERXQGVWRDYRLGWKHSRVVLELOLW\RI
7KHVH UHVXOWV VHHP WR VKRZ WKDW PDNLQJ WKH URZ
missing opportunities to interact with students as I
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set off monitoring.
the students sit in a more compact group led to more
ƒ 6WXGHQWVZHUHLQVWUXFWHGWRQRWOHDYHJDSVRIHPSW\ HYHQO\ GLVWULEXWHG IDLU HTXDO DQG LQFOXVLYH PRQLWRULQJ
desks to keep the distribution of students even. Also, taking into account things like wall positions and
ƒ ,QWKHIXWXUH,ZRXOGWU\DQGVHWRIIPRQLWRULQJGRZQ YDU\LQJWKHURXWHVRQHWDNHVZKHQPRQLWRULQJVHHPVWR
RWKHUDLVOHVUDWKHUWKDQPRVWO\GRZQWKHFHQWUH help in reducing the number of monitoring blind spots.
DLVOHHVSHFLDOO\DVWKHGHVNVRQWKHOHIWDUHXS

22 © Pilgrims Ltd. 2023 All rights reserved.

www.pilgrimsttj.com
Implications
8VLQJ KHDW PDSV WR UHFRUG IDLU HTXDO DQG LQFOXVLYH
FODVVURRPPRQLWRULQJSUDFWLFHVLVIDLUO\VWUDLJKWIRUZDUGWR
RUJDQL]HHDVLO\UHSOLFDEOHDQGFDQEHFDUULHGRXWLQPRVW
FRQWH[WV ,W FRXOG HYHQ EH DQ DFWLYLW\ WR help promote
informal peer observations and peer training among
groups of teachers. Furthermore, conducting before
and after heat map observations before and after the
implementation of classroom management techniques,
like stricter bag policies, could be used to show newer
teachers or teacher trainees the importance of keeping
WKH FODVVURRP FOHDU RI FOXWWHU 7KLV FRXOG WKHQ OHDG WR
PRUH HTXDO DQG LQFOXVLYH PRQLWRULQJ /DVWO\ IRU PRUH
VHDVRQHG WHDFKHUV UXQQLQJ DQ ,16(77 VHVVLRQ RQ
one’s classroom beliefs and practices (see Appendix A
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discussion on whether the habits teachers have in their
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rationale or are a habit one has fallen into over time.
Limitations
Of course, no action research is without its limitations.
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programs in the second semester, and some students
EHLQJ DEVHQW RQO\ WZHOYH VWXGHQWV DWWHQGHG WKH
second observation. It could be argued that this drop in
attendees contributed to a higher interaction rate in the
VHFRQGREVHUYDWLRQ$OVRWKHUHZLOODOZD\VEHRXWOLHUVLQ
DQ\ FODVV LH WKRVH ZKR GHPDQG PRUH DWWHQWLRQ IURP
WKH WHDFKHU DQG WKRVH ZKR UDUHO\ DVN DQ\ TXHVWLRQV
7KHUHIRUH WKH GLIIHUHQFH EHWZHHQ WKH PD[LPXP DQG
minimum number of interactions between teacher
and students could still remain high. However, what is
important is that students have the chance through equal
teacher movements. Furthermore, this method does
need someone to volunteer to observe. However, the
KHDWPDSFRXOGEHNHSWE\WKHWHDFKHUWKHPVHOYHVRULID
teacher’s institution allows it, lessons could be recorded
and watched back later. Depending on one’s context,
WHDFKHUVPD\QRWKDYHWKHOX[XU\RIPDNLQJFHUWDLQURZV
or areas in the classroom out of bounds. However, one
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WRPDQDJHRXUFODVVURRPVPRUHFDUHIXOO\DQGVDIHO\
Final thoughts
In conclusion, conducting such action research, in the
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weaknesses in equal, fair, and inclusive monitoring that
ZH PD\ QRW KDYH UHDOL]HG H[LVWHG )XUWKHUPRUH QRZ
PDQ\RIXVDUHEDFNIXOO\IDFHWRIDFHDIWHUWKHGLVUXSWLRQV
RI&RYLGDQGPDQGDWRU\RQOLQHDQGKLÀH[WHDFKLQJLW
PD\EHDQRSSRUWXQHPRPHQWWRUHÀHFWRQRXU(QJOLVK
teaching beliefs and practices.
7KHZULWHUXUJHVWKRVHLQWHUHVWHGWRH[SHULPHQWZLWKWKLV
PHWKRGRIUHFRUGLQJFODVVURRPPRQLWRULQJSDWWHUQV7KH
results suggest that it leads to fairer, more equal, and
inclusive classroom practices, and provides learners
with more frequent and meaningful interactions with their
teacher.
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
References
Hopkins, D. (2008). A Teacher’s Guide to Classroom
Research/RQGRQ2SHQ8QLYHUVLW\3UHVV
.UDVKHQ6'  Principles and practice in second
language acquisition. Oxford: Pergamon.
/LJKWERZQ3 6SDGD1  How Languages Are
Learned2[IRUG2[IRUG8QLYHUVLW\3UHVV
Nunan, D. (1991). Language Teaching Methodology.
1HZ-HUVH\3UHQWLFH+DOO
6FULYHQHU -   Learning Teaching. Oxford:
0DFPLOODQ%RRNVIRU7HDFKHUV
6RUJDW]5H[ 'HFHPEHU )RXUVTXDUH+HDW0DS
KWWSVZZZÀLFNUFRPSKRWRV¿PRFXORXV
LQSKRWROLVW/\T.NH/:]FP3R51-HN6H*
/+GS4GTR$1]KV0V=UU&JKSHJ/S<YI
T/7/Z)QW(*&MRV]5N\F]3'LGHJPZ<<81.D
VRG6JG$9PWDE&W/V3Q\(LL.4NDFJP/%
&PX4'7K09.E&PIT%Y(G'WX]+4N]7E
G06T:]RGLMSIQPH)ZR*:WFDX;J;%
U]=X7Y(SUISNKWPF][]R4VSRGK<DFJK8
.P\LY'K+/JDSXF7%DFMESF89RPLJ.*
DD3]Y.
Appendix A
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statements?
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DOZD\VEHHQWROGE\WHDFKHUWUDLQHUV
ƒ Authentic texts should be used as much as
possible. It mirrors real life learning.
ƒ 7UDQVODWLRQKDVQRSODFHLQDQ(QJOLVKODQJXDJH
classroom.
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want to interrupt the students.
ƒ ,FRUUHFWVWXGHQWVDVPXFKDVSRVVLEOH,W¶VP\MREWR
ƒ &KRUXVLQJDQGGULOOLQJLVDELWRIDZDVWHRIWLPH:H
should concentrate on lexical chunks.
ƒ ,GRQRWUHDOO\XVHWKHSKRQHWLFVFULSW0\VWXGHQWV
GRQRWDOOXQGHUVWDQGLWDQ\ZD\
The author
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an English language specialist working for the British
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+LV FXUUHQW LQWHUHVWV DUH SKRQRORJ\ DQG IRVWHULQJ
autonomous learning, which have led him to start his
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Email: 7KRPDVHQWZLVWOH#EULWLVKFRXQFLORUMS
23
Vol 36 No 5 www.pilgrimsttj.com

An interview with
Empowering educators: a conversation with Rachael Roberts
By Rachael Roberts, UK, interviewed by Phil Dexter

Editor’s Introduction
The Pilgrims Teacher Trainer JournalLVYHU\SOHDVHGWR
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Below is an introduction to the interview which we hope
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our understanding (both professional and personal) in
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At The Pilgrims Teacher Trainer Journal we strive to
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accessed here and more information of Rachael’s work
can be found on her website: www.earnlearnthriveinelt.
com
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to create a programme or other offer that will help those
clients achieve those things, and how to market it all.
All essential things, but running throughout all this, is
work on mindset.
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working to uncover the blocks that have left them working
all the hours, for a pittance, for most of their career.
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and connect with people from other cultures, and have
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But I see all the time that there’s also a culture of being
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So, when I can help them with both the practical business
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blocks holding them back, it’s a magical thing.

The author
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³6R ZKDW GLG \RX WKLQN DERXW WKH OHVVRQ"´ , DVNHG WKH Email: rachael@earnlearnthriveinelt.com
&(/7$ WUDLQHH ZDQWLQJ WR JLYH KLP WKH RSSRUWXQLW\
to celebrate with us (it had gone SO much better than
previous attempts).
He burst into tears.

In his mind, it had been a disaster. I never asked that

question again, but this was one of the nudges that led to
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Not because I wanted to go into counselling or life
coaching, but because I realized more and more that
people’s thoughts, beliefs, patterns had a greater impact
RQWKHLUOHDUQLQJDQGVXFFHVVWKDQDOPRVWDQ\WKLQJHOVH

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 © Pilgrims Ltd. 2023 All rights reserved.

www.pilgrimsttj.com Vol 36 No 5

My summer in Galway teacher training at Pilgrims

By Joanna Lisewska, Poland

Don’t fail them, the quiet but ever-present little fear at the $GGWRLWWKHPDJQL¿FHQWYLHZVRIWKH&OLIIVRI0RKHUIURP
EDFNRIP\KHDGKDVDFFRPSDQLHGPHLQWKH¿UVWGD\VRI the rough ocean in the pouring rain.
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school. Don’t let them down, live up to their expectations of
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the intricacies of the English language. Deliver. Remember
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QHHGV.HHSWKHPVDIHGRQ¶WOHWWKHPIDLO

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+H FDSWXUHG P\ DWWHQWLRQ WKHUH DQG WKHQ DQG NHSW PH GUDPDWLVDWLRQRI-0&RHW]HH¶VLife & Times of Michael
immersed in the world of SEN teaching for the next two K DW WKH ,QWHUQDWLRQDO *DOZD\ )HVWLYDO KRXUV VSHQW
ZHHNV 7KH PHGLFDO YV VRFLDO PRGHO RI GLVDELOLW\ WHQ rummaging through the thousands of books in the
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and learning, understanding and supporting learners GHOLFLRXV.LQJV+HDG%LVWURVHDIRRGGLQQHUVDQG\RXZLOO
ZLWK G\VOH[LD XQGHUVWDQGLQJ WKH DXWLVP VSHFWUXP DQG JHW WKH XOWLPDWH ,ULVK PHWKRGRORJ\ FRXUVH H[SHULHQFH
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But we were also asked to write with our left hands, sit on
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&XLVHQDLUHŒURGVEXWWRQVDQGDOSKDEHWWR\VDQGOLVWHQWR
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our guest teacher trainer, Chaz Pugliese, couldn’t hide a
bit of disappointment when I couldn’t answer his question
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KDGLQFRPPRQLQGLFDWLQJP\WKLQNLQJRXWVLGHWKHER[VNLOO
needed a little bit of dusting. Does what I do in class affect 7KDQN\RX3KLODQGWKDQN\RX3LOJULPV
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reverse of roles and return to pupil mode to remember that. The author
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DQG FUHDWLYH DFWLYLWLHV DQG TXHOOHG D IHZ RI P\ IHDUV 3RODQG 6KH KROGV D &DPEULGJH &(/7$ DQG DQ 0$ LQ
:LOO LW KHOS PH JURZ DV D WHDFKHU" , KRSH VR 3KLO¶V (QJOLVK 6WXGLHV IURP WKH -DJLHOORQLDQ 8QLYHUVLW\ LQ
PHWLFXORXVO\ SODQQHG DQG PDVWHUO\ H[HFXWHG WHDFKLQJ .UDNyZ6KHLVSDVVLRQDWHDERXWDOOWKLQJV(QJOLVKDQG
SOXVP\IHOORZFRXUVHSDUWLFLSDQWV¶LQVLJKWIXOFRPPHQWV ,WDOLDQDQGDGHGLFDWHGH7ZLQQHU
FUHDWLYLW\JHQHURXVO\VKDUHGDGYLFHDQGNLQGQHVVSOD\HG
DVLJQL¿FDQWUROHLQP\GHYHORSPHQWDVDQHGXFDWRU Email: asialisewska311@gmail.com

© Pilgrims Ltd. 2023 All rights reserved. 25

Vol 36 No 5
Rumi’s attitude towards the role of teacher feedback
literacy in students’ learning
By Alireza Maleki, Iran
Introduction
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of research in current teacher education practices
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from Rumi, who is one of the greatest poets in the
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connection and argue how Rumi’s verse can shed light
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HGXFDWLRQDO V\VWHPV DQG SDUWLFXODUO\ LQ IDFLOLWDWLQJ
students’ learning. I will also review some research
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IHHGEDFNOLWHUDF\)LQDOO\,ZLOOPDNHVRPHFRQFOXVLRQV
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Importance of feedback in education and
students’ learning
,QP\SUHYLRXVDUWLFOHSXEOLVKHGLQThe Pilgrims Teacher
Trainer Journal in spring 2023, I discussed the impact
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approach towards effective Continuing Professional
Development (CPD). Now, I aim to shift the focus towards
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OLWHUDF\
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 )HHGEDFNLVJHQHUDOO\GH¿QHGDVWKHLQIRUPDWLRQ
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feedback is the most powerful single factor that affects
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7LPSHUOH\   DV ZHOO DV EHLQJ FRQVLGHUHG DV DQ
essential requirement in meeting student expectations
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to be constructive, which aims to improve performance
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SRVLWLYH IXWXUHGLUHFWHG KHOSIXO PDQQHU $GGLWLRQDOO\
feedback can be either informational or informational
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acknowledged in the literature that receiving effective
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VHOIUHJXODWLRQZKLFKKHOSVWKHPWRWDNHUHVSRQVLELOLW\IRU
their own learning (Brown et al., 2016).
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students’ strengths and also to give comments on areas
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feedback is to help students understand more about the
learning goal, their own achievement status in relation
to that goal, and enable them to bridge the gap between
26
www.pilgrimsttj.com
their current status and their desired potential. More
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in student learning which should facilitate learning and
development within the educational setting and even
EH\RQGLW
However, serious challenges of implementing effective
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RIWHQUHSRUWWKDWIHHGEDFNLVLQVXI¿FLHQWLWPRVWO\FRPHV
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DO 7KHUHIRUHPHWLFXORXVDWWHQWLRQLVUHTXLUHGZLWK
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feedback in educational settings.
Teacher feedback literacy
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language (Lee, 2017). It is of cardinal importance that
teachers create a condition that students appreciate the
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credible (Fithriani, 2018).
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VLJQL¿FDQWFXUUHQWUHVHDUFKDWWHQWLRQ,WLVDGPLWWHGWREH
LQVKRUWVXSSO\ 2¶'RQRYDQHWDO EXWKDVQRWEHHQ
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that empower students to increase the uptake of feedback
and stimulate the development of student feedback
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the understanding of feedback principles and practice.
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IHHGEDFN OLWHUDF\ HQFRPSDVVHV ERWK DQ XQGHUVWDQGLQJ
of the principles that underpin effective feedback and the
practical application of those principles in their teaching
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and impactful feedback to students. Expertise includes
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feedback processes in principled research-informed
procedures. It emphasizes the importance of integrating
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the design and implementation of feedback in educational
settings. Dispositions encompass the attitudes and will-
power to conquer probable challenges and strive to
develop productive feedback processes for students.
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a commitment to ongoing growth and improvement are
essential components of effective feedback practices.
© Pilgrims Ltd. 2023 All rights reserved.
www.pilgrimsttj.com
Knowledge
Teacher
Feedback
Literacy
Expertise Dispositions
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,Q WKH VDPH YHLQ &DUOHVV DQG %RXG   LGHQWLI\ DQ
undeniable teacher role in creating conditions where
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and in providing coaching and modelling techniques
to support students’ actions in response to feedback.
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and the affordances catering for the development of
VWXGHQWIHHGEDFNOLWHUDF\,QVXPPDU\WKHDXWKRUVRSLQHG
WKDW WHDFKHUV ZLWK ZHOOGHYHORSHG IHHGEDFN OLWHUDF\
GHVLJQ DVVHVVPHQW HQYLURQPHQWV LQ ZD\V WKDW VXSSRUW
effective feedback processes (design dimension); attend
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of feedback with students (relational dimension); and
take control of pragmatic compromises in how feedback
practicalities are handled (pragmatic dimension).
Rumi
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'ƯQ 0XKDPPDG %DONKƯ DQG LQ WKH :HVW DV 5XPL ZDV
D WKFHQWXU\ 3HUVLDQ SRHW 5XPL GHVFHQGHG IURP
D ORQJ OLQH RI ,VODPLF MXULVWV WKHRORJLDQV DQG P\VWLFV
LQFOXGLQJ KLV IDWKHU ZKR ZDV NQRZQ E\ IROORZHUV RI
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transposed into various formats. Rumi’s works are written
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$UDELFDQG*UHHNLQKLVYHUVHV5XPLLVUHFRJQLVHGDV
one of the world’s most popular poets. Scholars such as
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translations of Rumi’s works have also been undertaken
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ZDVQRWDEOHDQGKLVGHDWKZDVZLGHO\PRXUQHG
His view towards TFL
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LQVSLUHGPDQ\DVZHOODVPHFDQEHOLWHUDOO\WUDQVODWHG
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QRWSUHWW\RUXJO\GRQRWFDOOWKHÀRZHUV´%\WKLV5XPL
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VRPHERG\RUVRPHWKLQJ\RXDUHQRWLQDIDLUSRVLWLRQWR
© Pilgrims Ltd. 2023 All rights reserved.
Vol 36 No 5
MXGJHWKHP$QGMXGJPHQWLVQRWDOZD\VDERXWORRNLQJDW
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WR WDNH D SRVLWLYH YLHZ WRZDUGV MXGJLQJ RWKHUV7KXV LW
can be inferred that knowledge proceeds judgement. In
the classroom, it is also one of teachers’ tasks to give
effective feedback, which is sometimes judgmental,
on students’ performances and achievements. Linking
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FRQFOXGHG WKDW WHDFKHUV DW WKH YHU\ ¿UVW VWHS QHHG WR
improve their knowledge of giving effective feedback
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misleading experience which can cause some other
serious problems such as students’ demotivation and
FRQIXVLRQDERXWWKHLUMRXUQH\RIOHDUQLQJ
Empowering teachers: Strategies for
enhancing feedback literacy
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examples and strategies are offered throughout the
literature which align with the principles outlined in
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teachers can participate in professional development
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can provide training on effective feedback techniques,
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colleagues, and keep teachers updated on current
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UHÀHFWLRQ RQ WKHLU RZQ IHHGEDFN SUDFWLFHV 0DOHFND HW
DO   7KLV LQYROYHV DQDO\]LQJ WKH LPSDFW RI WKHLU
IHHGEDFNLGHQWLI\LQJDUHDVIRULPSURYHPHQWDQGPDNLQJ
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practice can be supported through self-assessment
tools, journaling, or coaching sessions with mentors or
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protocols or frameworks that provide structured guidance
RQSURYLGLQJHIIHFWLYHIHHGEDFN (UHWDO 7KHVH
SURWRFROV FDQ KHOS WHDFKHUV IRFXV RQ VSHFL¿F DVSHFWV
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suggestions. Examples of feedback protocols could be
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Model”.
To conclude and practice
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RIWHDFKHUIHHGEDFNOLWHUDF\LQWKHFODVVURRPHQYLURQPHQW
DQG RQ VWXGHQWV¶ OHDUQLQJ 7R EH PRUH FRPSUHKHQVLEOH
and tangible, I connected this idea to one of the famous
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,UDQ8VLQJWKDW,VXJJHVWHGKRZWHDFKHUV¶NQRZOHGJHRI
feedback, which can be referred to as teacher feedback
OLWHUDF\FDQPDNHVWXGHQWVPRUHDFWLYHDQGUHVSRQVLEOH
IRUWKHLURZQOHDUQLQJDQGEH\RQGWKDWPDNHDFODVVURRP
atmosphere more positive. Having mentioned all these,
we can reach the agreement that we need to take more
steps towards educating teachers about the knowledge,
skills, and dispositions required for improving their
IHHGEDFNOLWHUDF\,WLVFHUWDLQO\SUDFWLFDEOHWKDWHIIHFWLYH
and well-planned CPD courses are required if we wish to
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students’ future achievements.
27
Vol 36 No 5
References
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Forward-looking assessments that support students’
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Studies in Educational Evaluation, 60±
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framework. Assessment & Evaluation in Higher
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conceptions of feedback: Impact on self regulation, self
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learning approach to dialogic peer feedback: a theoretical
framework. Assessment & Evaluation in Higher
Education, 46  ±
Evans, C. (2013). Making sense of assessment feedback
in higher education. Review of Educational Research,
83  ±
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perceptions of written feedback in L2 writing. Journal of
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Review of Educational Research  ±
Lee, I. (2017). Classroom writing assessment and
feedback in L2 school contexts. Singapore: Springer
Singapore.
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strength, and this new Pilgrims’ initiative is a further sign
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genuine humanistic forum.”
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online feedback. Journal of Effective Teaching, 15(1),
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processing and enacting feedback: mechanisms
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curriculum. Teaching in Higher Education, 27   ±
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Assessment, Research & Evaluation, 18(2), n2.
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practice: perceptions of students and academics.
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approach to solving the feedback dilemma in practice.
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to assessment that enhance learning in higher education
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authors were now also teachers who attended Pilgrims’
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defend humanism against the invasion of machines? I
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Heinemann, The Standby Book&83Language Activities
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schools: ForMat, Macmillan. She is also co-author of a
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29
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a wealth of articles, resources, lesson ideas, voices and book reviews.
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You can access the archives at https://www.hItmag.co.uk/prev and
http://old.hltmag.co.uk/prev.html.
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www.pilgrimsttj.com Vol 36 No 5

The informal index of articles

printed in The Teacher Trainer Journal
Volume Thirty (2016) onwards

Archive - From the archive

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Author’s and Editor’s Corner
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Book Review Reviewed by:

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How language are learned Marina Marinova Vol 36 No 1
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In light of the impact of school closures during the pandemic,
what competences do teacher educators utilise and wish to
develop further in supporting teachers online? Alicia Artusi Vol 36 No 3
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How can teachers best be supported in addressing the
challenges associated with teaching English to learners
with special educational needs and disabilities? David Crabtree Vol 36 No 3
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How can teachers best be encouraged to engage with
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motivation and (c) teacher resilience be incorporated into
existing CPD programmes that focus on more transactional
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© Pilgrims Ltd. 2023 All rights reserved. 31

Vol 36 No 5 www.pilgrimsttj.com

Content and Language

Integrated Learning (CLIL)
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On CLIL teacher training Alexandra Zaparucha Vol 36 No 1

Current Research
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Different Schools of Thought and Feeder Fields

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Viewing CPD through the lens of Rumi Alireza Maleki Vol 36 No 3

E-Matters
MOOCs as primers in EFL teacher training Christopher Allen Vol 31 No 1
Increasing in-class participation with online tools Ben Moorhouse Vol 31 No 1
Learning to teach online Nicholas Northall Vol 31 No 3
# Celta Chat Fiona Price Vol 32 No 1
British Council trainer development resource Vol 32 No 1
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Online teaching portfolios Laura Hadwin Vol 32 No 3
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Making remote teaching more effective
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In-Service Training & Development

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Encouraging teachers to develop own materials
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32 © Pilgrims Ltd. 2023 All rights reserved.

www.pilgrimsttj.com Vol 36 No 5

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Dr Mahananda Pathak Vol 36 No 1
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Reach out for inclusive teaching Nousheen Sajjad Vol 36 No 3

Interview with:
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Maggie Milne Vol 30 No 3
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Sue Leather Vol 32 No 1
Chris Farrell Vol 33 No 2
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Robert Feather Vol 36 No 1
Marijana Petrovic Vol 36 No 2
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E Matters & It’s a Wired World

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Just for Interest

Empowerment Barb Pollard Vol 30 No 1

Language Matters
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Literature Matters
A touch of L1 Literature in pre-service teacher training Deniz Salli-Copur Vol 30 No 2

© Pilgrims Ltd. 2023 All rights reserved. 33

Vol 36 No 5 www.pilgrimsttj.com

Meet a Colleague/A Trainer Like Me

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Miscellaneous
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Embedding intercultural communicative competence
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Helping language teachers to address time management
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Conceptualising an anti-machevelian approach
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Observation & Feedback

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Peer observation: Making it effective and achievable Carole Robinson Vol 31 No 1
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People who train people

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teacher training programmes Ben Moorhouse Vol 31 No 3
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Peer observation: Making it effective and achievable Carole Robinson
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Pre-service training
Fun with questions for student teachers Helen Sherwin Vol 32 No 3
Developing student teachers’ professional skills abroad:
PluriMobil resources Anna Czura Vol 32 No 3
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Process Options
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Readings for Trainees

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5 tips for a new CLIL teacher Enriue Ruiz Cano Vol 30 No 2
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Basic principles of mentoring pre-service EFL teachers Melike Bulut Vol 31 No 2
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Teacher Selection & Evaluation

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The Russell Stannard Column

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© Pilgrims Ltd. 2023 All rights reserved. 35

Vol 36 No 5 www.pilgrimsttj.com

Trainee Voices
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36 © Pilgrims Ltd. 2023 All rights reserved.

www.pilgrimsttj.com Vol 36 No 5

The Pilgrims Teacher Trainer Journal is pleased to announce we are cooperating with
Basil Paterson School of Education in Edinburgh.
For more information on the school follow the link below

https://www.basilpaterson.co.uk/

© Pilgrims Ltd. 2023 All rights reserved. 37

Vol 36 No 5 www.pilgrimsttj.com

English Language Gazette

The Pilgrims Teacher Trainer JournalLVSOHDVHGWRRIIHUWKLVFRPSOHPHQWDU\FRS\RIWKH(/*D]HWWH7KH*D]HWWHIHHOV

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Pilgrims Teacher Trainer JournalZHDJUHHYHU\PXFKZLWKWKLV3OHDVHFOLFNRQWKHOLQNEHORZWRUHDGPRUHDERXWWKLV
and other articles.
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38 © Pilgrims Ltd. 2023 All rights reserved.