DIRECTIONS: Based on the literature review, class discussions, and personal experiences you have had with LTE-LTD, make reflective and inspirational questions which can be used as a springboard for choosing the topic to be undertaken in the course final project. Here you are some sample questions:
How does the pedagogical understanding of teachers develop and change over time?
What personal and professional influences impact teachers’ pedagogical understanding?
What is the role of "context" in SLTE?
What kind(s) of inputs are self-sustaining and generative?
How do teachers build on these inputs to become ongoing learners?
How do we know who an ELT professional is?
How can the description of what it means to be an ELT professional be compared to the reality of Colombian English teachers?
What is the problem with non-professionals?
Why are ELT teachers referred as "cinderella", or the "aromatherapy", of the profession?
How different is teacher professionalism from other professionalism?
How would you defone the role of "context" when defining a professional teacher?
What seems to be wrong with initial teacher training?
How is the space to be created in the teacher’s busy
schedule for teacher reflection, sharing, mentoring and learning from one
another?
How can English language teachers make a community of practice through the use of social media?
What has the impact of the bilingual policies and programs (Colombia Bilingue) on the professional development of English teachers been?
What constitutes a quality SLTE program in terms of its curriculum, the teaching methods that it gives rise to, and the kinds of teachers that the program produces?
What sort of infuences have shaped your teacher identity?
From the standpoints of "critical theory" and "critical pedagogy," English language teaching is argued not to be a politically or morally neutral activity. What implications do you think this assumption has for LTE and/or LTD?
From a sociocultural perspective, teaching is viewed, not as transfer of knowledge, but as creating conditions for the construction of knowledge and understanding through social participation. How do youu think this philosophy has shaped SLTE?
Hello partnerts and professor, These are my questions based on the talk given by Silvana Richardson:
ReplyDeleteHow to empower passive teachers to be transformative agents in our society?
what would a framework for colombia be in terms of Professionalism in ELT?
What conflicts or issues do professional programs in Colombia (ELT Program) face to form successful Language Teachers?
How to raise awareness of the potencialities of teachers-councelors in a professional program?
While watching Silvana's talk many questions came to mind. I'd like to share some of them with you:
ReplyDeleteWhich should be the focus of ELT education in order to help teachers get expertise in the teaching field?
What expectations does the colombian educational system have about ELT education?
Which qualities do you consider would help you to become an expert in the teaching field? what have you done to get those qualities?
Do you have the chance to potentiate your language teaching skills in your current workplace? Is there room for transformative intellectuals there?
Hello collegues and professor, here I present my questions about the video we watched by: Silvana Richardson.
ReplyDeleteHow can we change that mindset about native speakers are better at teaching English ?
How can we as teachers avoid that tendecy to do the same thing for years ?
Hello everybody! those are the question that cameto my mind...
ReplyDeleteHow to make the different actors (parents, administratives, teachers and students)of the educational community reflect about the role of teaching in their specific context?
Is Colombia prepared to have a shift of paradigms? Can teacher and institutions be part of "Transformative changes"?
If there has been a lot of shif in education through the time. Why do some current frameworks still have as their focus "the language content or language ability"?
Hope these questions spark some interest
ReplyDeleteWhat do teacher education programs fail to provide to student-teachers?
What types of professionalism are teachers required to have in our local and national contexts?
How does the state hire teaching professionals evaluate the professionals they hire
What can we do to professionalize the teaching profession (supossed to be professionalized already) in our context?
Good evening appreciated classmates and Professor, these are my questions regarding Sylvana's talk.
ReplyDeleteWhat is the notion of professional teacher development and who is seen as a professional teacher in Colombia?
Despite the evidences that suggest to avoid incorporating nativeness principles in FL classrooms, why high-stakeholders mainly insist on hiring native speakers (teachers) rather than local teachers for teaching?
What strategies may be implemented to contribute to permanent professional teacher development in Colombia? who may be in charge of those?
Good evening, these are my questions:
ReplyDelete* How can we contextualize professionalism in rural area?
* In terms of professionalism, what kind of qualities and skills need to have an English teacher to train primary school teachers?
* Taking into account that there is a gap between educational policies and reality, can we have professionalism in English language teaching in Colombia?
Hello guys.
ReplyDeleteThese are my questions:
1.What can we as Colombian and Opita teachers do to help grow awareness of the fact that an English teacher is not only an English speaker?
2.How to help primary teachers have basic English knowledge ? Considering that they are in charge of teaching English and many of them do not know how to nor know the language.
3.How to start an English Professional learning community in Colombian far-way places?
4.How to motivate teachers from other areas (also talking about principals and the people who direct the school) to engage with professionalism?
5. We need the government (secretarias de educación) to realize of the important of being professionals, how to start free training programs for in-service teachers? Is this too much to ask? Perhaps if there were more accesible scholarships teachers would prepare more.
Hi,
ReplyDeleteHere I present the questions that came to mind based on the discussions we had in class.
1. How to empower passive language teachers to transform their practices as educators?
2. How to eradicate the native speaker privilege in Colombia?
3. What are the characteristics and qualities language teachers required to be professionals in Colombia?
4. How to construct teacher identity through reflection?
5. What is the impact of narratives in the process of learning to teach?
6. What is the impact of narratives (stories) in the teacher identity construction within an ELT program?
7. What is the impact of anti-apprenticeship of observation in language teachers and STs´ teaching practices?
Hello colleagues, I would like to share with you some questions that have been of my concern during this course:
ReplyDelete1. How to promote professionalism for pleasure and not for money?
2. What kind of professionals do the government expect to have for teaching English in Colombia?
3. Why does the goverment instead of investing in native speakers do not invest in teachers' professional development?
4. Why non-professional teachers are still teaching English in elementary schools?
Hi ya!
ReplyDelete1. How do in-service teachers find a balance between the know what and the know-how of the English language teaching profession?
2. How do teachers concerned about the social implications of language learning deal with professional discrepancies with teachers focused on the language form? Just to set an example, teachers embracing alternative pedagogies and English teachers at a language institute.
3. How do undergraduate teachers’ programs move from the purpose of evaluating practitioners’ commitment to language teaching theory to the goal of enhancing and guiding ways of discovering and innovating teaching?
4. How do teachers support learners to cope with alternatives ways of learning the language?
Hello
ReplyDelete1. How has technology affected learning in our students?
2. Does education guarantee a good job?
3. what are the trengths and weakness in our education system?
4. What is the role of the culture in the classroom?
Hey there fellows
ReplyDeleteMy questions are:
1. How to stop seeing reflection as a peer attack, and transform it into a meaningful feedback process?
2. How to develop critical thinking in students at a very early stage, and not only after enrolling in a language education program?
3. Are early class observations a possitive aspect to consolidate language tearcher learners identities?
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ReplyDeleteGood morning dear classmates and Professor, here are my questions regarding Silvana's talk.
ReplyDelete1. What should the Colombian government do with teachers who teach English in public primary schools to make them knowledgeable in the field?
2. Do English teachers concern about knowing what help students to achieve their outcomes?
3. Should all English teachers be skillful in the field of material design that allows them to include content from the students' context?
4. Do you consider necessary that the Colombian government invests money in continuous professional development to improve the quality of education?
5. Are all English Language teaching professionals familiarized with the kind of expertise needed to do our job successfully?