As part of our teacher development series we are sharing a talk recording from Professor Jack C. Richards, author of Interchange. In this talk from IATEFL 2016, Jack looks at what it means to be a teacher of English.
Teacher education is predicated around assumptions about the nature of teacher knowledge and teacher-learning. These provide the basis for teachers’ classroom practice. Jack explores 10 core dimensions of teacher knowledge and skill, and their implications.
1) Developing appropriate linguistic competence
The business of language proficiency can be a difficult predicament as most English teachers are non-native. So what’s the relationship between language proficiency and the ability to teach?
2) Acquiring relevant content knowledge
There are two types of content knowledge; disciplinary knowledge and pedagogical content knowledge. What constitutes the essential knowledge base of language teaching and how do teachers make use of this?
3) Developing a repertoire of teaching skills
What are the essential skills teachers need to master? Jack looks at initial skills and competencies derived from experiences, and how to develop a repertoire of teaching skills
4) Acquiring contextual knowledge
Acknowledging cultural differences within the classroom and relating in context by linking specific/known places to the learners.
5) Developing identity as a language teacher
How do you position yourself in relation to your students; a model, a planner, a resource, a performer, a manager, a motivator, an inquirer, a mentor, a learner or a theorizer?
6) Developing learner-focused teaching
The difference between being learner focussed and teacher focused and what you can factor in to move from one to the other.
7) Acquiring specialised cognitive skills
Teaching requires specialist thinking skills and the capacity to take a piece of content and think how to use it in pedagogical activities. How can that be manipulated to fit in an appropriate lesson?
8) Learning how to theorise from practice
Jack looks at theorising from practice and the difference between applying theory and practising.
9) Joining a community of practice
As part of continual teacher development the ability to see your peers as opportunities in which to learn from is key, to build relationships and a sense of community. Jack explores how you shouldbuild on people’s experiences, collate common goals, and not see your classroom as a private place.
10) Becoming a language teaching professional
Jack concludes by looking at the difference between institutionally advised professionalism and independent professionalism – being engaged with your work, reflecting and looking for inspiration to constantly improve.
Watch Jack Richards’ presentation below and map out your own development by assessing where you are and where you need to be.