Unit 7: Teacher Development

By prof. Mao Saroeun, M. Ed. (TESOL)

Preliminary discussion
1. What is the difference between teacher
education, teacher training and teacher
development?
2. What is the difference between
PRESETT and INSETT?
 1. Starter activities
 Tick the ones which are true for you.
1. I need a language improvement course.
2. I need time to read books and articles about
language teaching.
3. I need time to talk to colleagues.
4. I need further qualifications.
5. I need a methodology course.
6. I need to attend some conferences.
7. I need time to write my own materials.
8. I need time to reflect on my teaching.
 1. Discussion
 Lookat the cartoon on page 53 about a teacher.
What do you think the cartoonist is trying to say?
Lack of confidence
Isolation
Discussion
Cooperation
Pressure
Depression
Stress
Despair
Training
Support
Advice
Guidance
I. Food for thought!
 Teaching is not an easy job, but a noble
job.
 Teaching is not a destination, but a
journey.
 Teaching is both arts and science.
2. Pre-reading: Discussion
 What problems are teachers in Cambodia
facing these days?
 What has the MoEYS done so far to
tackle these problems?
 2. During reading
 The article by Alan Malay makes a
distinction between teacher training (TT)
and teacher development (TD). Read it and
decide if the needs expressed by teachers in
section 1 are TT or TD. Write the
appropriate letters beside each quotation.
2. During reading
 Answers: TD= All of them; TT= 1, 4, 5
 TT vs TD
TT TD

Time-bound Continuing

Related to needs of the course Related to needs of the individual

Terminal outcomes pre-empted Terminal outcomes open

Information/ skills transmission Problem solving

Fixed agenda Flexible agenda

Hierarchical Peer-oriented

other-directed Inner-directed

Top-down Bottom-up
2. Post-reading: Production
Is teacher development more useful than
teacher training?
What opportunities for teacher training or
teacher development are open to you?
 Noun Verb Adj(s) Derived adj(s)
Development Develop
Train
Dissatisfied
Unsatisfied
Educate
Inform
Support
Decided
Decisive
Qualification
Dependent
 3. Grammar: Indirect commands
 Imagine some colleagues of yours have
asked you for some advice about their
teaching profession. Read the responses you
might give them.
1. Have you ever thought of going on a course?
2. Don’t shout at your class.
3. It might be a good idea to have a quiet time
each day.
4. You ought to read this book on stress.
5. Why don’t we write an article together?
6. Go on- start a discussion group.
 3. Grammar: Indirect commands
 Matchthe verbs with the above advice. You
can match more than one piece of advice.
a. Tell
b. Advice
c. Ask
d. Suggest
e. Encourage
f. Recommend
g. Invite
h. Warn
Ex.: I told her not to shout.
6. Language functions
 Read the sentences below and decide if they
are (1) asking for information (2) making
suggestions, or expressing preferences.
a. Why don’t we go to this talk?
b. I’d rather go to the one in Room 3.
c. What about the talk in Room 4?
d. What time is it on?
e. Have you ever heard of this speaker?
f. Which talk would you like to go to?
g. I think the other talk might be more interesting.
h. Shall we go for a snack?
i. I’d quite like to hear the other talk.
j. I’d much rather not.
 True/ false statements
a. After you have been teaching for a while you
developed fixed routines for doing things.
b. You need to do some things automatically.
c. Automatic teaching leads to bored students.
d. TD helps you organize information-gap
activities.
e. TD helps you understand why you do what
you do.
f. TD helps you realize what’re good at.
g. Teachers must talk about their skills.
h. TD allows you to share knowledge with
colleagues.
 6. Talking points
List some teaching activities which you do
automatically.
Tick those activities on your list that you
might need to refresh.
List some teaching activities that you think
you handle well.
8. Classroom instructions: Introducing a true/ false activity
“So, you’re going to listen to the excerpt again but
this time for another reason. You’ll need to listen
much more carefully this time because you’ll be
listening (a) … detail. When you listen I want you
to decide (b) … some statements are true or false.
The statements are (c) … Section 7, Activity 3 on
page 61. Can you find them, please? (d) … them?
“All right, now before you listen I’d just like you to
read the statements through. If there’s anything you
don’t understand (e) … ask me. Was there (f) …
you don’t understand? Everything clear? Ok, then
I’m going to (g) … you the cassette. As you listen,
decide if each statement is true or (h) …. Put a T (i)
… the true ones and an (j) … against the false (k)
…. Ok?”
9. Conclusion
1. Teaching related vocabulary
 Write down all the words and expressions
you can think of related to teacher
development.
2. Reflection on teaching
 Has this unit help you identify any areas of
TD which you would like to follow up? What
are they?
 What might be some ways of doing so?
End of Unit 7

Qs & As