Your responses to “Why this photo?”

Dear colleagues,

In a previous post we had asked you to share your opinions about the relevance of the symposium theme photo to the content. We would like to extend many thanks to those who replied to our question and shared their ideas with us. Here are the responses- we did not include names of participants who preferred to remain anonymous. We would like to remind you that you can submit your responses until the end of the 1st day of the symposium at the link posted on this blog.

“The rails symbolize the long journey and the road to be taken by the English teachers through their professional careers. The starting point with dark upper sides on both left and right foreground show the difficulties of continual development in its inauguration. However, the shining and shady middle parts along with the slight fog in distance indicate that the changeable character of teaching English through coming years might be affected by different elements. The length and continuity of the rails imply that even if the conditions around continuing professional development change, a professional English teacher who is insistent on his developmental issues will finally reach his\her goal.”

From an anonymous participant

“Rail the Path for leading yourself”. It is not for directing the others, nor is it for those who wish to discover the unknown, perfectionalism or secrets for wealthiness. It is the way for exploring the self and realizing your own potentials. For teachers, as professionals, you be the locomotive; when you look back, what you will recognize is the waggons just sincerely following you…”

From Oğuz Cincioğlu

“Do prolific teachers owe their success to their own educational life? I believe they do in a way. The answer of question that determines when person’s educational life starts is changeable. A person born to be a teacher, sees everything through a teacher’s eyes but in any case, there is a hidden way starts from first day of educational life. The railway on the picture symbolizes this long and beautiful way. Because teachers experience many things about teaching during our educational life, they feel the wind of growth, they inhale the power of learning. They take this hard but adventurous life journey. Nature is the intact parts of young souls and their railway conquers them while going through them with education. Every iron piece like this symposium unites to build a railway in their lives. They become the locomotive which picks up young and excited hearts with love. They go to the last station tirelessly. In the end, the people they transported to the station will turn into unique blossoms. They will spread their odours to environment and they will attract more people to feel and share this love. The primary mission of the teacher is preventing that green nature from being discoloured. This is the relation between the photo and the symposium in my opinion.”

From an anonymous participant

“I think tunnels represent passage from one phase of life to another. In this respect, if teachers from different backgrounds and phases find a common ground to share their ideas, we will then be able to develop ourselves and enjoy our journey more. It is also one of the ways to see the light at the end of the tunnel.

From Şila Yosulçay

The 1st British Council & Hacettepe University CPD Symposium in January 2014 – A summary

Dear Colleagues,

For those who could not attend the 1st symposium in January 2014, we would like to give some information about the event and its scope. The title of last year’s event was Ideals and Realities: Continuing Professional Development for Preparatory Year Teachers in Turkey. The event took place on 27- 28 January 2014 at Hacettepe University, Ankara (Beytepe Campus). There were  46 universities represented in the event, which we believe was one of the most significant aspects of the symposium.

Okumaya devam et

Why this photo?

Dear All,
We would like to ask you to write your opinion about the symposium poster photo and how in your opinion this photo relates to the theme. Please write about 200 words in the form given on the link below. The name of the winner will be announced on the 1st gleise-416460_1920day of the symposium. There is a prize for the winner too. Let’s start sharing.
https://docs.google.com/forms/d/1dwqYK6KQ64ZGlJZIzEacTUOAAkvdM2U5ibd8kIbIkA8/viewform

Keynote Speakers

We are happy to announce the keynote speakers at the 2nd British Council & Hacettepe University CPD Symposium. You may find more information about the speakers and their presentations below.

Simon Borg, ELT Consultant Simon Borg

Simon Borg has been involved in ELT for over 25 years in a range of international contexts. After 15 years at the University of Leeds, where he was a Professor of TESOL, Simon now works full-time as an ELT consultant. He specialises in the design, delivery, evaluation and study of teacher education and development programmes. Full details of his work are available at http://simon-borg.co.uk. E-mail: s.borg@education.leeds.ac.uk

Abstract: Assessing the Impact of Professional Learning

There is increasing worldwide recognition of the central role that teachers play in effective educational systems. This has, in turn, stimulated a visible increase in initiatives which support teacher professional learning. A further development has been that conventional top-down approaches to teacher learning are being complemented by strategies which are driven by teachers themselves. However, while this increasing interest and innovation in teacher professional learning are positive, what remains lacking is attention to the impact that professional development has on teachers, learners and institutions. In this talk I will first review some current global trends in teacher professional learning before focusing specifically on both why attention to impact is important and how such impact might be assessed.

Judith Hanks, Leeds University, School of Education

hanks-2Judith Hanks has worked as a language teacher, teacher educator and manager in China, Italy, Singapore and the UK. She started teaching EFL in 1987, and has been centrally involved in Exploratory Practice (a form of practitioner research) since 1997 working with colleagues from Brazil, China, Japan and UK to develop a framework of principles for relevant research for language teachers and learners. This culminated in her book with Dick Allwright The Developing Language Learner: an introduction to Exploratory Practice (2009) and PhD Exploratory Practice in English for Academic Purposes: puzzling over principles and practices (2013). After more than a decade teaching English for Academic Purposes, she took on a lectureship in TESOL, moving from the Language Centre to the School of Education, at University of Leeds. She is now programme leader for the BA in English, Language and Education, and as well as collaboratively setting up an MA in Professional Language and Intercultural Studies, she has led MA modules on Teacher Education, Oral and Written Communication in TESOL. Judith’s research interests lie in the areas of practitioner research, teacher education, and intercultural communication.

Abstract“Why…?” Engaging curiosity in language education: an Exploratory Practice approach.

What can beginner teachers look forward to, and what do experienced teachers and teacher trainers look back on? What are the challenges and opportunities for language teachers, teacher trainers, trainee teachers and learners, and how might research help? And how can we all learn from one another as we go about our language learning and teaching/training lives? In this talk I consider these questions through the lens of a form of practitioner research: Exploratory Practice (EP).

Looking back at the inception of EP in the early 1990s, I consider the traditions (such as action research, teacher research, and reflective practice) that influenced the development of EP’s principles for ‘fully inclusive practitioner research’ (Allwright & Hanks, 2009). EP prioritises quality of life, working for understanding, and advocates collegiality; teachers and learners working together for mutual development. But what does this mean in practice? What are the issues that practitioners face when they consider researching their own language teaching/learning lives? Drawing on a number of case studies, I discuss the potential for including research in continuing professional development, moving from pre-service to in-service teacher education in ELT. Looking forward, I argue that the inclusion of all practitioners (learner-teachers, teachers, teacher trainers and learners) in the exploration of what puzzles us about our practices can lead to a redefinition of roles and enhance motivation in a sustainable, mutually beneficial enterprise in language education. I end by looking forward: where are we going, what are the challenges, and what are the opportunities in language education?

Yasemin Kırkgöz, Çukurova University, Institute of Social Sciences, English Language Teaching Department

KIRKGu00D6Z HacettepeYasemin Kırkgöz is a professor at the ELT Department of Çukurova University, Turkey. She completed her MA and PhD at Aston University, England. She has previously been a vice director and director of the Centre for Foreign Languages, curriculum coordinator, and teacher trainer. Her main research interests include foreign language education policy and its implementation, curriculum renewal, innovation management, EAP/ESP in higher education, and teacher education. She has published on these topics in national and international journals, and has reviewed several book chapters. She received the IATEFL award for her work on Initiating and Managing the Process of Curriculum Innovation from the IATEFL’s Leadership and Management Special Interest Group in 2013.

Abstract: Professional Development for Pre-Service English Language Teachers Through Collaborative Action Research

Practicum is one of the essential requirements for pre-service trainee teachers as it creates opportunities for trainees to develop their pedagogical skills and acquire professional knowledge and competences.  Among the important aspects of the practicum, school-based mentor teacher plays a crucial role in shaping trainee teachers’ beliefs and teaching skills, contributing to their professional development. However, many pre-service trainee teachers may experience discrepancies between their existing beliefs of teaching English and what they observe of the mentor teaching behaviours in school classrooms. Consequently, they may encounter dilemmas in realizing their preferred approaches to their teaching pedagogy.

In this talk, I will describe a school-based collaborative action research professional development programme that aims to help trainees reconcile those conflicting views and support trainees with appropriate strategies. My talk will be illustrated with case study examples from the action research programme conducted with pre-service English language teachers.

John O’Dwyer, Bilkent University, School of English LanguageJOD photo

John O’Dwyer is the director of Bilkent University School of English Language (BUSEL) and general coordinator of the İhsan Doğramacı Foundation Özel Bilkent Schools, which are International Baccalaureate World Schools. He is also an assistant professor in the Bilkent University Graduate School of Education. He has worked as a teacher, teacher educator, and consultant for ELT in many different countries, and currently teaches in-service ELT instructors on the Masters in Management in Education in Bilkent. His research interests include organisational development and learning, language testing and evaluation, and in-service teacher education and professional learning.

Abstract: Developing a Culture of In-Service Teacher Learning

A pre-service language teacher qualification is a necessary but may no longer be a sufficient condition to meet the career needs of the professional language teacher. In-service teacher learning provides an essential continuation for institutions wanting to keep up with an evolving language teaching profession, to ensure a career progression for language teaching practitioners, and to instil a culture of institutional learning. The presentation makes a case for developing in-service learning for ELT teachers in the university sector, with examples of how.

Call for Papers

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CALL FOR PAPERS

Deadline for paper submissions is over. We thank all colleagues who sent paper proposals for their interest in the symposium.

We invite presenters from Pre-Service and In-Service contexts as well as senior students from ELT programs to explore the key principles, skills and approaches that are central to continuous professional development in English language teaching by presenting at the symposium.

We welcome papers that relate to the conference theme including:

  • Observation, mentoring and coaching practices in both programs
  • Innovative approaches to CPD in pre and in-service teacher education programs
  • Reflective teaching
  • Integrating technology into CPD in various contexts
  • The European profiling grid for language teachers
  • Teacher research on CPD
  • Defining roles for trainees and trainers
  • Perspectives of senior students about pre-service teacher education programs
  • CPD in relation to recruitment and the retention of teachers
  • Building professional development networks and collaboration
  • National policies and approaches to professional development
  • Teacher and trainer motivation in CPD Okumaya devam et