1 / 15

Inductions on PS Courses: their role in preparing & developing tutors

Explore the crucial role of inductions in preparing and developing tutors for pre-sessional courses. Discover assumptions made about inductions and the reality in various contexts, raising important questions for effective tutor development through continuous phases.

walterg
Download Presentation

Inductions on PS Courses: their role in preparing & developing tutors

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inductions on PS Courses: their role in preparing & developing tutors Ruth Fordham

  2. Pre-sessional Inductions 1. assumptions we make about inductions & development opportunities 2. reality of our contexts

  3. Assumption 1 All teachers are like us and are interested in teacher development Reality: • different stages in their careers • pay and conditions

  4. Assumption 2 There is time and space on inductions for development. Reality: • push between practitioners & management • priority is making the course function to meet the needs of the students & institution • information overload

  5. Assumptions raise questions If some tutors are uninterested in development, should we be doing it? • our role? • give back?

  6. Is induction the right place for development? • rethink - looking at things the wrong way round • not during but continuous • 3 phases: before the course during induction during the course

  7. Assumption 3 Development for all tutors is the same. Reality: • wants & needs • where do we pitch it? • differentiation

  8. Development BEFORE the course encourage discussion via Padlet Novice tutors – demystify EAP & bridge the gap: • What are your impressions of working within the field of EAP? • What skills, knowledge and qualifications do you have which are transferable to EAP? • What challenges do you think you might have this summer? Adapted from Campion (2016:69)

  9. (More) experienced tutors- engagement with discussions we are having Criticality and Chinese students Aim is for both discussions to picked up on in induction • pre- discussion helps us pitch it correctly • discussion in induction = more focused

  10. Development DURING the course Best opportunity to engage tutors Tutor-led workshops • we’re not the only experts • our role = provide time & space within the timetable

  11. Assumption 4 Only those experienced tutors can deliver these sessions ‘experienced teachers’ are advised to be contributing to articles about EAP and attending & speaking at workshops, seminars and conferences …those with ‘less experience’ are advised to be merely reading EAP teacher development literature & attending EAP staff development workshops & conferences. Ding & Campion (2016:61)

  12. Reality: • all experienced tutors have something of value to share • don’t pigeon-hole people • knowledge & skills are transferable – apply to EAP • not to disregard those with experience – practical or theoretical

  13. Achieve a balance & maximise interest – emailing tutors BEFORE the course What development sessions would you like to attend? Are there any sessions you would like to lead on?

  14. Questions • If everyone isn’t interested, should development sessions be compulsory? 2. What is the right number of CPD sessions for a 10 week course? 3. What should the balance be between practical & theoretical sessions?

  15. Reference Campion, G. (2016) The learning never ends: exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes Volume 23, pp. 59-70

More Related