开场的主旨发言人是IATEFL前任主席、英国教育专家Tessa Woodward教授,她在发言中对于教师的life cycles(职业生涯周期)进行了案例访谈分析,并提取了一些关键词进行描述。Woodward认为,从教1至3年的教师处于Survival and Discovery(生存与探索)阶段,从教4至6年的教师处于Stabilization(稳定)阶段,从教7至18年的教师处于Experimentation and Reassessment(实验与重新评价)阶段,从教19至30年的教师处于Serenity and Conservatism(平静与保守)阶段,而从教31至40年的教师则已处于Disengagement(脱离)阶段。
简介:As we come together in Harrogate for this IATEFL conference, we will be attending talks and workshops, panel discussions and social events over several days. We will find ourselves in rooms with teachers of all kinds... young ones and not so young ones, those from different countries and cultures and with different mother tongues. There may be times when we wonder why one person is getting so aerated about a particular topic or why another person seems so optimistic or pessimistic about the whole learning and teaching endeavour. This plenary may possibly help us to make sense of this for we will look at some research that has been done into the life cycles of teachers. What are the concerns of a teacher who has just started in the job? How do these differ from those of someone who has been in the field for a few years? Or for many, many years? You will be offered a possible framework, based on number of years in the job, collated from several thinkers in the field of life cycle research. Together we will ask questions from the TESOL teacher’s point of view and finally will ponder the implications of the framework for ourselves, our colleagues and indeed for IATEFL Harrogate conference goers!
Kieran Egan: professor at Simon Fraser University
题目:Students’ minds and imaginations
简介:In this talk I will offer a rather new way of thinking about the process of students’ cognitive development. It focuses on the kinds of “cognitive tools” or learning toolkits students develop as they grow up in a society like ours. In schools and in most currently dominant psychological theories of development, short-shrift is given to some of the most powerful learning tools students have available to make sense of their world and experience and the languages that surround them. We tend also to think of the imagination as something of an educational frill—something to try to engage after the hard work of learning had occurred. I will try to show that focusing on central features of students’ learning “toolkits” makes it clear that the imagination is one of the great workhorses of learning, and that we ignore it at the cost of making learning more ineffective than it should be and much schooling more tedious than it need be.
Ema Ushioda: associate professor at University of Warwick
题目:Socialising students’ motivation and autonomy in the English language classroom
简介:Motivation has traditionally been regarded as something that teachers ‘do’ or ‘give’ to learners through a variety of motivational techniques or strategies. However, current theory and research suggest that for effective and autonomous language learning and language use to take place, motivation needs to come from within and be internally regulated, rather than externally regulated by teachers, parents or other social forces. Yet, social processes are pivotal in mediating the healthy internal growth and self-regulation of motivation. Understanding this complex relationship between social and internal processes is vitally important if we want to develop our students’ motivation from within, and enable them to sustain and regulate their own motivation. In this talk I will explore the nature of this relationship and analyse its practical implications for the classroom. In particular, I will draw on recent developments in educational psychology where there is increasing recognition that motivation is not necessarily achievement-oriented but value-based and identity-oriented, as reflected in a growing literature on motivation and identity. I will link these developments to current theories of autonomy in language learning, and discuss how classroom practices that promote autonomy can contribute to socialising adaptive values, identities and motivational trajectories in our students, as they engage in the sustained process of learning and using English.