Taking action on professional development
This paper outlines some of the activities which have been developed by members of the English Language Institute (ELI) at Kanda University of International Studies (KUIS) as part of a Professional Development (PD) Committee. The committee is comprised of numerous sub-committees which include: a writing circle that provides feedback on staff members’ academic papers; a reading discussion group in which staff come together to discuss academic papers; a teaching discussion group in which various practical issues are discussed; peer workshops: presentations which harness the expertise of colleagues; peer observations: a structured process for observing lessons, being observed, and exchanging feedback; and social events including marathons and family activities. This collaborative work outlines how each of the sub-committees operates, discusses the professional benefits to be gained from such activities, and provides practical advice on how similar PD opportunities could be made available at other institutions.
Critical Friends Group for EFL teacher professional development
For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed,among which is the Critical Friends Group (CFG) technique.However,whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do not seemto have the habit of working together, is as yet undiscovered. This study aimed to explore the experiences of a small group of Vietnamese EFL teachers during their participation in a CFG over one semester in a specific context in Vietnam. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of CFG as a model of EFL teacher professional development in Vietnam.
Historias de mi barrio: contemporary art in a community at high risk of social exclusion
Abstract Historias de mi barrio is a piece of pedagogic research aimed at highlighting the way art can articulate the relationship between the educational context and a neighbourhood at high risk of social exclusion. The starting point for this study was to ask whether this type of research, centred around the arts, was suitable in complex contexts and whether it might eventually lead to pedagogic improvement. The results gathered, and indeed the work carried out by the artists and university lecturers involved, together with pupils 6–12 years old and their instructors in a state school, provide evidence of a positive answer – and notably of the necessity of knowing about the socio-economic reality of the student cohort when planning learning projects and of the importance of the arts as a crucial element in education.