The document discusses the design and implementation of in-service teacher training. It outlines stages of teacher development from pre-service through initial in-service training and ongoing development. Initial in-service training includes lesson planning, observation, and workshops to link theory and practice. The design of in-service training programs should be modular and collaborative, include self-assessment, and integrate ongoing teacher development goals at both the individual and institutional level. Evaluation of training programs should involve all stakeholders and focus on meeting stated objectives.

1. Design & Implementation ofDesign & Implementation of
In-Service Teacher TrainingIn-Service Teacher Training
Peter BeechPeter Beech

2. Stages of DevelopmentStages of Development
Pre-Service
On-GoingInitial In-Service

3. Pre-Service TrainingPre-Service Training
Qualification

4. Entry LevelEntry Level
• Entrants should already be qualified with anEntrants should already be qualified with an
entry-level certificate…entry-level certificate…
• ……but will still have different training needsbut will still have different training needs
from their more experienced colleaguesfrom their more experienced colleagues

5. In-Service TrainingIn-Service Training
Initial INSET includes some of the same elementsInitial INSET includes some of the same elements
as pre-service training:as pre-service training:
– Guided Lesson PlanningGuided Lesson Planning
– Lesson Observation & FeedbackLesson Observation & Feedback
• Of experienced teachersOf experienced teachers
• By experienced teachersBy experienced teachers
– Workshops Linking Theory & PracticeWorkshops Linking Theory & Practice

6. Academic & PracticalAcademic & Practical
Classroom PracticeTheoretical Linguistics
Training should:
• provide a link to theoretical developments in the academic
disciplines
•Overcome the distance between theoretical linguistics and
classroom practice
•Promote action research

7. In-Service TrainingIn-Service Training
Initial INSET adds to pre-service training:Initial INSET adds to pre-service training:
– InductionInduction
– DevelopmentDevelopment
Novice teachers analyse their classroom practice inNovice teachers analyse their classroom practice in
terms of theoretical inputs:terms of theoretical inputs:
– MethodologyMethodology
– Teaching SkillsTeaching Skills
– Lesson PlanningLesson Planning

8. On-Going Teacher DevelopmentOn-Going Teacher Development
Teachers can:Teachers can:
• Conduct classroom researchConduct classroom research
• Examine their own teachingExamine their own teaching
• Explore ideas of best practice in their ownExplore ideas of best practice in their own
contextcontext
• Share experience with peersShare experience with peers

9. Factors in PlanningFactors in Planning
• Location – at school or training centreLocation – at school or training centre
• Facilitators – experienced teachers at school orFacilitators – experienced teachers at school or
expert teacher trainersexpert teacher trainers
• Timing & DurationTiming & Duration

10. DesignDesign
• ModularModular
– Core modules + optionsCore modules + options
• Individual workIndividual work
– PortfolioPortfolio
– Self-AssessmentSelf-Assessment
• Collaboration with peers & trainersCollaboration with peers & trainers

11. CombinationCombination
• Occasional intensive input from trainersOccasional intensive input from trainers
• On-going part-time support from DOSOn-going part-time support from DOS
• The course should be integrated into theThe course should be integrated into the
ongoing process of teacher developmentongoing process of teacher development

12. DesignDesign
The design of the initial INSET programme willThe design of the initial INSET programme will
depend upon the participants’ pre-servicedepend upon the participants’ pre-service
training in order to meet their various needstraining in order to meet their various needs
appropriately.appropriately.

13. DesignDesign
• The methodology of the training programmeThe methodology of the training programme
should reflect the methodologies employed byshould reflect the methodologies employed by
the school – a training session on CLT shouldn’tthe school – a training session on CLT shouldn’t
be a lecture.be a lecture.
• If the trainers come from outside the institution,If the trainers come from outside the institution,
they should have knowledge and experience ofthey should have knowledge and experience of
the local situation.the local situation.

14. Goals
Individual Goals Institutional Goals

15. GoalsGoals
Short termShort term
• Centred on effectiveCentred on effective
classroom practice forclassroom practice for
new teachersnew teachers
Long termLong term
• Individual development
• Institutional
development
• Sharing of best practice

16. Lesson PlanningLesson Planning
Guided planning of individual lessons as inGuided planning of individual lessons as in
PRESETPRESET
Syllabus planningSyllabus planning

17. Lesson ObservationLesson Observation
• Guided observation of experienced teachersGuided observation of experienced teachers
• Focus on specific techniquesFocus on specific techniques
• Feedback from observation of new teachersFeedback from observation of new teachers

18. Tools of ObservationTools of Observation
• Video or audio recordings of lessonsVideo or audio recordings of lessons
experienced teacherexperienced teacher
novice teachernovice teacher
self-observationself-observation
• Observation guidelinesObservation guidelines
• ChecklistsChecklists

19. Observation FeedbackObservation Feedback
• Feedback techniques must be appropriate to theFeedback techniques must be appropriate to the
developmental stage of the (trainee) teacher.developmental stage of the (trainee) teacher.
• Observation feedback for INSET should be lessObservation feedback for INSET should be less
directive than in PRESET.directive than in PRESET.

20. Observation FeedbackObservation Feedback
• Avoid being judgmentalAvoid being judgmental
• Give objective statements ofGive objective statements of WHATWHAT happenedhappened
• Get teachers to consider theGet teachers to consider the HOWHOW and theand the
WHYWHY

21. Tools for ReflectionTools for Reflection
• Stimulated recallStimulated recall
• Reflection on feedbackReflection on feedback
• Teaching journalTeaching journal

22. Observing Experienced TeacherObserving Experienced Teacher
• Share varying methodological approaches to theShare varying methodological approaches to the
syllabus and materials used in the institution.syllabus and materials used in the institution.

23. Observing Novice TeacherObserving Novice Teacher
• Starting from existing state to enable eachStarting from existing state to enable each
person to become the best teacher (s)he can beperson to become the best teacher (s)he can be
• Not aiming at an abstract ideal of the perfectNot aiming at an abstract ideal of the perfect
teacher.teacher.
• Observed teacher can choose to focus onObserved teacher can choose to focus on
specific areas of weakness – and set personalspecific areas of weakness – and set personal
aims for next TP.aims for next TP.

24. DevelopmentDevelopment
• The point of departure for development must beThe point of departure for development must be
where the participants are. The course mustwhere the participants are. The course must
build on the novice teachers’ existing knowledgebuild on the novice teachers’ existing knowledge
and practice and help them gradually to integrateand practice and help them gradually to integrate
new ideas, approaches and practical methods.new ideas, approaches and practical methods.

25. DevelopmentDevelopment
• Training shouldn’t be a simple transmission ofTraining shouldn’t be a simple transmission of
ideas from the trainerideas from the trainer
• Training should be appropriate to each person’sTraining should be appropriate to each person’s
teaching style and context of work.teaching style and context of work.

26. DevelopmentDevelopment
• Participants must be helped in the practicalParticipants must be helped in the practical
application of the new theories they’re exposedapplication of the new theories they’re exposed
to.to.
• They should be supported in developing tools toThey should be supported in developing tools to
implement their own ideas, not just adopt ideasimplement their own ideas, not just adopt ideas
and materials presented in the trainingand materials presented in the training
programme.programme.

27. DevelopmentDevelopment
Training initiatives should:Training initiatives should:
• take a long-term view of PD throughout thetake a long-term view of PD throughout the
career of each teachercareer of each teacher
• Encourage teachers to be self-directedEncourage teachers to be self-directed
• Combine with other on-going PD activities:Combine with other on-going PD activities:
– JournalJournal
– Peer observationPeer observation

28. EvaluationEvaluation
• The aims and objectives of the programmeThe aims and objectives of the programme
should be formulated through negotiation withshould be formulated through negotiation with
all stakeholders and subject to feedback andall stakeholders and subject to feedback and
evaluation by all stakeholders in terms of itsevaluation by all stakeholders in terms of its
stated objectivesstated objectives
• Evaluation of the programme is distinct fromEvaluation of the programme is distinct from
evaluation of participantsevaluation of participants