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THE MAKING OF AN ENGLISH TEACHER

THE MAKING OF AN ENGLISH TEACHER. Shri . S. Selvaraj D irector ZIET MYSORE. A Question?. What does “Making ” signify in the question- What goes into the making of an English Teacher? In the context of the title, to interpret attitudes towards L earners and the L earning process.

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THE MAKING OF AN ENGLISH TEACHER

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  1. THE MAKING OF AN ENGLISH TEACHER Shri. S. Selvaraj Director ZIET MYSORE

  2. A Question? • What does “Making” signify in the question- • What goes into the making of an English Teacher? • In the context of the title, • to interpret attitudes towards Learners and the Learning process

  3. An Analysis “Making” is associated with-

  4. TRAINING ‘TRAINING’ generally stands for the process where an individual prepares another in the field where s/he is an authority, the power, knowledge, understanding etc are disseminated.

  5. THE TRAINER AND THE TRAINEE • A Giverand a Receiver • A Source, an Expert/Master from whom everything can be learnt INPUT IS THE KEY TO TRAINING

  6. Some definitions

  7. EDUCATION • Education is the act or Process of imparting or acquiring general knowledge, developing the power of reasoning and judgement and generally of preparing oneself or others intellectually for mature life.Dictionary.com The enterprise of education is…. An activity in which some individual or group fosters or seeks to foster in some individual or group some Ability, Belief, Knowledge, Habit, Skill, Trait or Characteror Value and does so by the use of certain method. Answers.com

  8. Development of English Teachers As professionals The dictionary defines the word Development as “Gradual Growth”. A few illustrations- • Stages of development of child • Life Cycle of a butterfly • Development of an Embryo • Personality Development • Plot/Story Development(literary view)

  9. IMPLICATIONS KEY MESSAGE- • The Process of Development is Organism initiated . • The Process of Growth ( Development ) is Learner initiated, it is organic. It is supported by skills, human resources, communityetc which are external and act only as catalysts or promoters of the growth. These outside agencies or individuals can merely support the process

  10. COMPETENCY The term may refer to: • A combination of Skill, Knowledge, Value, Confidence and Efficiency • A Continuation( Minimum Level –Mastery Level) • An Ability • A Requirement for completion of a job alternate at a specific level

  11. THE FIVE STAGES OF COMPETENCY DEVELOPMENT AS APPLIED TO TEACHERS Houston (1974) in his definition of competency acquisition elaborates that it has five components which are sequencedin the process of development.

  12. FOUR MODELS OF PROFESSIONAL DEVELOPMENT • APPRENTICESHIP MODEL • COURSE BASED MODEL • REFLECTIVE MODEL • PROFESSIONAL DEVELOPMENT MODEL The strengths and limitations of each model are as in this flowchart:

  13. GOVERNMENT PROMOTED WAYS AND MEANS OF TEACHER DEVELOPMENT 1.INSTITUTIONAL PRACTICES 2.MATERIALS 3.COURSES 4. POLICIES FOR TEACHER DEVELOPMENT

  14. 1.INSTITUTIONAL PRACTICES • Preparation Of Lesson Plans • Organising Experience Sharing Workshops • Teacher Exchange Programmes • Visits And Study Tours • Facilitating Reflective Teaching By Insisting On Teacher’s Maintenance Of Diaries • Involving Teachers As Resource Persons To Train Fellow Colleagues • Facilitating Peer Observation

  15. 2.MATERIALS Syllabus and textbooks are a powerful medium of teacher development • Review And Scrutiny Of Textbooks • Analysis Of Textbooks From Different Perspectives • Conversion Of Textbooks Into Different Modes • Preparation Of Question Paper/Question Banks • Techniques For Teaching And Evaluation • Tips For Classroom Organization • Rationale For The Changes Expected In Teaching Practice

  16. 3.COURSES Teacher development is addressed at two levels- • PRE-SERVICE • INITIATES TEACHERS AS PROFESSIONSALS • PREPARES TEACHERS BY PROVIDING UNDERSTANDING OF THE OBJECTIVES OF LEARNING AND METHODS OF EDUCATION • PROVIDE FOUNDATION IN PSYCHOLOGY,PHILOSOPHY AND SOCIOLOGY OF THE LEARNER • PROVIDES NECESSARY GROUNDING IN THE THEORY OF EDUCATION • PROVIDES A BIT OF PRACTICE TO GET A FEEL OF THE CLASSROOM

  17. 3.COURSES Teacher development is addressed at two levels IN-SERVICE CLASSIFIED INTO THREE ACCORDING TO THEIR AIMS – THEORETICAL- ENHANCE THE EXISTING QUALIFICATION OF TEACHERS 2&3 TOP DOWN COURSES WHICH FURTHER DEVELOP EXISTING PROFESSIONAL SKILLS AND REMEDIAL COURSES WHICH ARE CONDUCTED TO HELP THE TEACHERS IN THE AREAS OF PERCEIVED DIFFICULTIES THESE COURSES ARE CONDUCTED TO UPDATE THE RESOURCES OF TEACHERS OR TO ORIENT THEM TO NEW MATERIALS, METHODS OF TEACHING OR EVALUATION PROCEDURED. RECENTLY TRAINING FACILITIES ARE OFFERED ONLINE/ THROUGH DISTANCE MODE AS WELL.

  18. 4. POLICIES FOR TEACHER DEVELOPMENT The Government Facilitates Development In Different Ways Such As- • Creating avenues for long and short term courses • Allocating budgets and administrative arrangements to ensure development programmes • Linking promotion, providing incentives on the basis of participation in the programme • Establishing training centres at different levels • Making a degree or a diploma in teaching of English as a pre-requisite to become an English Teacher • Subsidizing higher education costs to enable teachers to acquire new skills and communicative ability

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