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1. Video Recording as a Stimulus for Reflection in Pre-Service EFL Teacher Training

   In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

   All teachers should reflect on their teaching. In this article, the author argues for using video recording as a tool for critical reflection. She states that recording and review should be used even at the early stages of pre-service teacher training in microteaching sessions. She suggests that after the teaching is completed, teachers view the tape multiple times by themselves, then with a peer, and finally with a supervisor. Outcomes for this training include increased self-awareness, role shift from actor to director, and increased continuity.

2. A Thought Provoking Warm Up Activity for Teacher Training

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   The author provides a simple warm-up procedure for jumpstarting a teacher training session. Her activity requires teachers to think about and physically align themselves with their teaching philosophy. Once decided, teachers communicate how their past experiences have helped shape their philosophy. The focus is on sharing ideas and opinions through thoughtful discussion. A suggested extension is also provided for teacher trainers who prioritize group decision-making.

3. Establishing Textual Authority and Separating Voices: A New Approach to Teaching Referencing

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   This article provides practical reasoning and tools for the ESOL teacher to better teach source referencing. The author argues that students from around the world are taught different concepts for using sources. Students often assume texts present truths that do not require analysis. Many cultures teach students to memorize texts and repeat them to show mastery and shared knowledge. The author addresses plagiarism and provides classroom exercises.

4. Lessons from the Other Side of the Teacher’s Desk: Discovering Insights to Help Language Learners

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.

5. A Dozen Stories and Fables for Teacher Development

   In: English Teaching Forum 2002, Volume 40, Number 4 Format(s): Text

   This article discusses the use of stories and fables in teacher training programs. It provides a selection of 12 stories and fables the authors have used in pre-service and in-service teacher training workshops around the world. The article suggests a theme to connect each story to a teaching, training, or staff development situation.

6. Teacher’s Desk of the United States Department of Agriculture

   Format(s): Website

   Learn about agricultural research, strengthen reading skills, stimulate creative thinking. For a range of student levels.

7. Building Consensus on Teacher Assessment

   In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

   This article proposes a collaborative workshop for teachers and teacher trainees to identify their preferred methods of Teacher Assessment (TA).TA refers to the evaluation of teachers. Some examples are observation by colleagues or supervisors, videotaping class, and feedback from students. The pros and cons of various TA instruments and formats are discussed, including how threatening they are perceived to be. Participants also consider what should be included in their professional portfolio. It can be rewarding to involve stakeholders in the process.

8. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   “Teacher Resources” includes summaries of two publications. In “Beyond Methods: Macrostrategies for Language Teaching,” B. Kumaravadivelu suggests ten keys to successful practice, called macrostrategies, and describes how to implement them. This is a teacher-training tool and promotes reflective teaching. “Teaching Online” by Susan Ko and Steve Rossen is useful for instructors who have not had training in teaching online classes. It covers developing the course, adapting an existing course to an online course, methods for this new educational environment, and more.

9. Lesson Observation: The Key to Teacher Development

   In: English Teaching Forum 2003, Volume 41, Number 4 Format(s): Text

   The author describes teacher training and teacher development as separate concepts through descriptions of how observation occurs in Cameroon. While training is a planned event that gives novices ready-made answers, development is an ongoing, organic process that values teacher innovation and reflection. Observers interested in development may use of a lesson observation cycle that includes pre-observation and post-observation meetings. The role of inspectors and peers in observation is also discussed.

10. Options for Teacher Professional Development

    In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

    This article addresses the relationship of high-quality teacher characteristics to student learning and then presents eight elements of development and six models of teacher training. The eight elements are: voluntary participation, mutual respect, collaboration, action and reflection, organizational setting, choice and change, motivation, and self-direction. The six models are: conference planning (set goals before going), peer coaching, action research (how to improve one’s own practice), collaborative study groups, individual development plan, and dialogue journals.

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