2008 Annual report: Developing English Teacher Competencies

Transcription

Research Project, Grant-in-Aid for Scientific Research (19320086)
English Edition
Developing English Teacher Competencies
An Integrated Study of Pre-service Training,
Professional Development,
Teacher Evaluation, and Certification Systems
Edited by
Hisatake Jimbo
Ken Hisamura
Leonid Yoffe
July 2009
JACET SIG on English Education
The English edition of the grant-in-aid for scientific research report
Published by the Special Interest Group of the Japan Association of College English
Teachers on English Education
c/o Hisatake Jimbo, School of Commerce, Waseda University
1-6-1 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050
Ⓒ JACET SIG on English Education 2009
No part of this report may be reproduced in any form without permission in writing
from JACET SIG on English Education.
Printed by Tobunsha for the JACET SIG in Japan.
Acknowledgements
The undertaking of this scope would not have been possible without the support
and assistance of many people, both in Japan and overseas. Space constraints do not
allow us to thank every individual who contributed to the making of this report.
First, we would like to extend our sincere thanks to the thirty-two prefectural
superintendents and mentors who took the time to respond to our survey in a timely
and highly professional manner.
We are also grateful to the one hundred and one professors who teach English
methodology classes throughout Japan. They demonstrated a strong interest in
improving English teacher education in Japan and we thank them for their dedication.
The data collected by our three research teams dispatched to the United States,
Great Britain and Austria was extremely valuable, and we want to acknowledge the
guidance and insights provided by the policy makers, academics, education
administrators and teachers listed below.
Austria
Participants and organizers of the ELP in whole-school use workshop held in October,
2008, at the European Centre for Modern Languages (ECML), Graz
Dr. David Little, Professor Emeritus, Trinity College, Dublin
Dr. David Newby, Professor, University of Graz
Great Britain
Dr. Sheila King, PGCE MA director of Training Partnership, IoE, University of London
Ms. Ayshea Craig, PhD candidate with three-year teaching experience at primary
school
Mr. Paul Hine, TDA, programme leader
Ms. Geri Askin, Deputy Head, Old Ford Primary School, London
Mr. Stuart Churchill, Headteacher, Deanshanger Primary School
United States
Participants of American Council on the Teaching of Foreign Languages (ACTFL)
July 25, 2009
Hisatake Jimbo, Leader, Grant-in-Aid for Scientific Research Project
Ken Hisamura, Head, JACET SIG on English Education
Contributors to the English Edition
Editors
Hisatake Jimbo, Professor, Waseda University
Ken Hisamura, Professor, Den-en Chofu University
Leonid Yoffe, Full-time Lecturer, Waseda University
Co-authored by:
Chitose Asaoka, Associate Professor, Dokkyo University
Ken Hisamura, Professor, Den-en Chofu University
Hiromi Imamura, Professor, Chubu University
Masachika Ishida, Professor, Seisen University
Mika Ito, Associate Professor, Tokai University
Hisatake Jimbo, Professor, Waseda University
Yoichi Kiyota, Associate Professor, Meisei University
Akiko Kochiyama, Associate Professor, Meisei University
Takako Maeda, Associate Professor, Caritas Junior College
Natsue Nakayama, Associate Professor, Maebashi Kyoai Gakuen College
Satsuki Osaki, Full-time Lecturer, Soka University
Shien Sakai, Professor, Chiba University of Commerce
Akiko Takagi, Associate Professor, Osaka Kyoiku University
Tsuneo Takanashi, Professor Emeritus, University of Hirosaki
Yoshiko Usui, Associate Professor, Dokkyo University
Leonid Yoffe, Full-time Lecturer, Waseda University
Table of Contents
Acknowledgements ･･･････････････････････････････････････････････
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Contributors to the English Edition
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Executive Summary
Chapter 1 Seeking a New Paradigm of Professional Development and
Evaluation of Secondary School English Teachers
Background ･･･････････････････････････････････････････････････
Objectives ････････････････････････････････････････････････････
Method
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Survey Results ･････････････････････････････････････････････････
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Discussion
Chapter 2 A Report of Questionnaire Survey Results on Initial Teacher
Education (ITE)
Background ･･･････････････････････････････････････････････････
Objectives ････････････････････････････････････････････････････
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Method
Survey Results ･････････････････････････････････････････････････
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Discussion
Chapter 3 European Language Portfolio (ELP) and the Common
European Framework of Reference for Languages (CEFR)
Background ･･･････････････････････････････････････････････････
Aims
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Functions
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Structure ･････････････････････････････････････････････････････
Common European Framework of Reference for Languages (CEFR) ･･･････
ELP: Current Status ･････････････････････････････････････････････
Implications for teacher education ･････････････････････････････････
Major Challenges ･･････････････････････････････････････････････
Necessary Conditions for a Successful Dissemination of ELP ････････････
The role of the European Centre for Modern Languages (ECML) ･････････
Conclusion: Implications for Japan ･････････････････････････････････
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Chapter 4 Visit to England: Major Findings and Implications for Japan
Introduction ･･･････････････････････････････････････････････････
Initial Teacher Training (ITT) ･････････････････････････････････････
Professional Development ････････････････････････････････････････
Comparative Review of Teacher Training in Japan and England ･･････････
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Implications for Japan
Chapter 5 American Council on the Teaching of Foreign Languages
(ACTFL) 2008: Report on Annual Convention
Introduction ･･･････････････････････････････････････････････････
Outline of ACTFL and Report on Annual Convention ･･･････････････････
Implications for Japan ････････････････････････････････････････････
Attachment
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Chapter 1
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A. Questionnaire on In-service English Teacher Training and Evaluation･･
B. Survey Results ････････････････････････････････････････････
C. Analyses ･････････････････････････････････････････････････
Chapter 2
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A. Questionnaire on Initial Teacher Education ･････････････････････
B. Survey Results ････････････････････････････････････････････
Chapter 4
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Summaries from the documents related to accreditation and responsibilities
of ITT providers
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Executive Summary
Chapter 1
Seeking a New Paradigm of Professional Development and
1. Background
In the 2007 academic year, the JACET SIG on English Education conducted a
nation-wide survey about the implementation of TCRS (the teacher certification
renewal system) and English teacher competencies. Six recommendations were
formulated based on 2,897 responses from English teachers in every prefecture. Two of
them are closely related to PD (professional development) and teacher appraisal:
・ Professional standards for teachers should be clearly defined: nationally
standardized and clear benchmarks should be established for professional
competencies, teacher assessment, and pre-/in-service teacher training, and
・ Systematic programs for pre-service teacher training, and novice and in-service
professional development (including recertification) should be established.
To make these recommendations more specific and meaningful, it was considered
necessary to conduct a survey among local education authorities.
2. Objectives
The survey sought to suggest the possibilities to:
・ establish a national appraisal framework for EFL teachers, and
・ develop a set of guidelines governing CPD (continuing professional development)
for secondary school EFL teachers.
3. Questionnaire survey
・ Components: Four categories were set according to the research objectives. The
question items of each category were elaborated on the bases of the past research
outcomes and new data collected from Japan and elsewhere.
(1) In-service English teacher training (training systems: 9 items, training
programs: 14 items),
(2) License renewal training and assessment (13 items selected from the previous
survey)
(3) Assessment of English teacher training (assessment of training: 5 items,
individual training: 14 items)
(4) Competence stages of English teachers (22 items)
・ Timeframe: December 6, 2008, to January 17, 2009.
・ Respondents: Supervisors of English at local education boards of 47 prefectures, 17
ordinance-designated cities, and 39 core cities (total: 103).
・ Number of responses: 32
4. Major findings
4.1 License renewal training and assessment
Thirteen items considered important by the majority of in-service secondary school
English teachers in the previous survey were judged acceptable by local education
authorities. As a result, not only the systematic implementation of TCRS but also the
CPD guidelines and evaluation framework for English teachers were confirmed as
urgent issues.
4.2 In-service English Teacher Training
(1) Training systems
・ The majority of education boards provide regular training held every year at the
training centers and on-site training using demonstration lessons and/or class
observations at own school.
・ More than half of education boards provide: "training periodically beside
every-ten-year and license renewal training as stipulated by MEXT,” “training at
graduate schools,” and “training overseas.”
・ Only a few education boards provide training of English language skills designed
in cooperation with private educational institutes or online training.
(2) Training programs
・ Training programs focusing on fundamental teaching methodology and teaching
skills are regarded as appropriate mainly for novice and/or apprentice teachers.
・ Training programs focusing on specific fields and techniques such as ‘development
of supplementary teaching materials’ and ‘enhancing international understanding’
are regarded as appropriate for practitioner and /or expert or mentor teachers.
4.3 Assessment of English teacher training
(1) Assessment of training
・ Training judged by boards of education as “possible to assess” were activities that
could take place on site, such as demonstration lessons or action research.
・ Training considered “difficult to assess” included: numerical assessment of one’s
academic track record and inter-school demonstration lessons.
(2) Individual Training
Four elements concerning the improvement of pedagogical competencies of
teachers such as having open classes, conducting action research, and making
conference presentations were considered by the boards of education as important for
individual training.
4.4 Competence stages of English teachers
・ 12 out of 22 items were regarded as appropriate descriptors of competence stages
with over 40% agreement. They can be classified as follows:
a. descriptors for novices, i.e. newly employed teachers.
b. descriptors for apprentices who are better-qualified than novices.
c. descriptors for practitioners who have longer experience and better skills than
novices and apprentices, and are able to provide advice and help to their
colleagues.
・ No items were regarded as appropriate descriptors for mentors or experts.
・ More awareness of the professional standards and more refinement of descriptors
are necessary in order to create satisfactory professional standards.
5. Discussion
5.1. What is required to establish a national appraisal framework for EFL teachers
・ It is important that on-site training is maintained as a PD activity which is
formally assessed in the appraisal system.
・ Building a close partnership between universities and local boards/schools is one of
the most significant challenges to improve teacher training system.
・ Training programs should be designed and provided contingent on teachers’
competence.
・ Results of PD experiences and activities which foster teacher autonomy should be
included in the formal teacher appraisal system.
5.2 What should be done to develop a set of CPD guidelines for secondary school EFL
teachers
The standards of professional competencies of each career stage should be refined
through further research.
Chapter 2
A Report of Questionnaire Survey Results on
Initial Teacher Education (ITE)
1.
Objectives
To investigate whether ITE curricula, course syllabi, teaching styles, course
requirements, term of practice teaching, cooperative relationship with secondary
schools, etc. meet the demands of today’s educational realities.
2.
Questionnaire survey
・ The items in the 1998 survey conducted by the JACET SIG on English Education
were used as a basis for the 17 items of the current survey.
・ Several items or choices were added based upon the results from the 1998 survey.
・ Timeframe: November 2008.
・ Location of respondents: instructors responsible for EFL methodology courses in all
439 junior colleges and universities which offer ITE (initial teacher education) for
prospective English teachers.
・ Number of responses: 101.
3.
Major findings
3.1 Changes in the English Teaching Methodology (TESOL) Course
・ More ITE providers seemed to have set acquisition of practical teaching skills as the
goal of the methodology courses. Thus, more courses are conducted in a small,
seminar-style class with ample opportunities for practical activities such as writing
lesson plans, doing microteaching, video recording the microteaching for reflection.
・ More ITE providers are placing emphasis on “theories of language acquisition” and
“the course of study for foreign languages” in the methodology course.
3.2 The impact of the revised Course of Study and the government language policy
・ The number of ITE providers increased markedly with the emphasis on early
English education as one key area for teaching an EFL methodology course or other
established courses.
・ Only a small number of the respondents made English proficiency a prerequisite
for a teaching methodology course or practice teaching although English
proficiency standards necessary for English teachers were made clear in the ‘Action
Plan to Cultivate “Japanese with English Abilities”’ formulated in 2002.
・ Half of the respondents set up courses designed to develop student teachers’
communicative abilities in English.
・ The number of respondents who emphasize collaborative partnerships with local
schools is increasing.
3.3 Issues：Further inquiry is necessary for the following
・ Reasons for the shrinking methodology class size
・ Details of the actual teaching content areas such as “instruction of the four skills”
and
“theories of language acquisition”, which the respondents tend to focus on in
their classes
・ Effectiveness of writing lesson plans and doing microteaching
・ Effective implementation of microteaching and effective usage of video recordings
of microteaching
・ Details of the courses that develop communicative abilities in English and their
effectiveness
・ English proficiency standards required for pre-service and in-service EFL teachers
・ Proficiency standards for elementary school English teachers and their teacher
education
Chapter 3
European Language Portfolio (ELP) and the Common European
Framework of Reference for Languages (CEFR)
1. Introduction
European Language Portfolio (ELP) has become an increasingly influential
pedagogical instrument and as such presents an interesting model which can be
adopted in various non-European educational contexts, including Japan. This report is
based on the fact-finding visit to the European Centre for Modern Languages (ECML)
in Graz, Austria and authors’ participation in the ELP in Whole-School Use Workshop
conducted in October, 2008. The report examines the background and the structure of
the ELP and the associated benchmarks of the Common European Framework of
Reference for Languages, as well as looks at possible implications for Japan.
2. Objectives
To gain a better understanding of the ELP and of the theoretical mechanisms
which underpin it, to discuss the current status of this instrument with the
practitioners, and to explore the potential applicability of various elements of this
pedagogical structure within the Japanese environment.
3. Key Findings
・ ELP, while generally viewed as a powerful catalyst of change towards a more
communication-oriented foreign language curriculum, still faces major challenges
in terms of coordination, resource allocation and national visibility.
・ To ensure “buy-in” of the ELP philosophy from the stakeholders, including classroom
practitioners and education authorities, a detailed, effective and transparent
pre-service teacher education program which incorporates the interface between
ELP and the conventional curriculum needs to be implemented.
・ The existence of diverse ELP models, while considered necessary to accommodate
various socio-cultural and developmental parameters, is also a liability as it makes
employers reluctant to accept the standards as a proof of qualification.
4. Implications for Japan
ELP model offers several potential benefits to the EFL education in Japan,
namely:
・ it would encourage students to reflect on their language learning experience,
practice and objectives
・ it would serve as a valuable motivational tool, and
・ it would act as a catalyst towards communication-oriented paradigm both at the
policy and the classroom levels.
Chapter 4
Visit to England
Major Findings and Implications for Japan
1. Introduction
A survey of teacher training in England was conducted at the Institute of
Education (IoE), London and in Birmingham where the 2008 Education Show was held.
This report consists of our findings from the research trip to the two locations and
summaries of information given in the official web pages of the educational agencies in
England.
2. Objectives
To examine the teacher training and professional development models established
in England and explore possible implications for Japan.
3. Key findings
・ There are five routes to become a teacher.
・ England has a variety of training seminars including Induction, which are
managed by the Training and Development Agency for Schools.
・ England has Professional Standards for Teaching corresponding to five career
stages, and training seminars and workshops are based on these Standards.
・ Initial Teaching Training providers offer knowledge, skills, training, etc. which are
necessary for teacher development, and potential new providers will be screened
against the strict evaluation and accreditation standards.
・ Teacher training institutions and prospective teachers are evaluated against strict
standards.
・ The five items above can serve as a useful model when we discuss the content and
evaluation of the TCRS Seminar.
Chapter 5
American Council on the Teaching of Foreign Languages
1. Introduction
2008 Annual Convention and World Language Expo hosted by American Council
on the Teaching of Foreign Languages (ACTFL) were held in Orland, Florida on
November 21-23 2008. This report presents the latest information received at the
convention.
2. Objectives
To examine various models of professional development and explore possible
applicability in the Japanese educational context.
3. Implications for Japan
We will be able to provide better teacher education programs for pre-service and
in-service teachers if we consider the implementation of the following principles while
bearing in mind specific characteristics of the education system, and socio-cultural
dimensions in Japan.
3.1 Providing Collaborative and Diverse Training Opportunities
In addition to the short-term intensive training programs provided by the
education boards and universities, it is essential that different organizations
collaborate in the development, implementation, and evaluation of training programs
and provide long-term training opportunities which are diverse and meet the needs of
the teachers.
3.2 Integration of Theory and Practice
It is essential that theory and practice are integrated in pre-service and in-service
teacher training by implementing activities such as feedback between teachers,
reflective practice, and action research.
3.3 Development and Implementation of teacher education programs for pre-service
and in-service teachers based on professional standards
In order to improve teachers’ quality nationally, we should define national
guidelines for professional competencies, criteria of assessment, and in-/pre-service
teacher education programs.
Chapter 1
Seeking a New Paradigm of Professional Development and
Ken Hisamura, Hiromi Imamura, Yoichi Kiyota, Akiko Kochiyama
Natsue Nakayama, Akiko Takagi, Mika Ito, Satsuki Osaki
Shien Sakai, Tsuneo Takanashi
Background
This survey was conducted as one of the second-year projects supported by a
three-year grant-in-aid for scientific research (2007-2009).
In the 2007 academic year, a nation-wide survey about the implementation of the
teacher certification renewal system (hereafter TCRS) and English teacher
competencies was conducted with the two major objectives as follows:
・ to make recommendations for the restructuring of teacher education system, and
・ to suggest the possibility to standardize professional competencies of English
teachers.
2,897 responses from English teachers in every prefecture, were carefully
analyzed, discussed, and then integrated into six recommendations. Two of them are
closely related to professional development (PD) and teacher appraisal:
・ Professional standards for teachers should be clearly defined: nationally
standardized and clear benchmarks should be established for professional
competencies, teacher assessment, and pre-/in-service teacher training, and
・ Systematic programs for pre-service teacher training, and novice and in-service
professional development (including recertification) should be established.
To make these recommendations more specific and meaningful, it was considered
necessary to conduct a survey among local education authorities.
Objectives
The survey sought to suggest the possibilities to:
・ establish a national appraisal framework for EFL teachers, and
・ develop a set of guidelines governing continuing professional development
(hereafter CPD) for secondary school EFL teachers.
We believe that CPD guidelines and evaluation framework for English teachers
would become a prototype for other subjects providing the following benefits:.
・ they could help enhance teacher quality nation-wide and make both teachers and
stakeholders accountable, and
・ they could enhance consistency among training programs, performance and
assessment mechanisms, and help establish a system which will encourage lifelong
learning for teachers.
Method
1. Questionnaire design
1.1. Components
Four categories were set according to the research objectives. The question items
of each category were elaborated on the bases of the past research outcomes and new
data collected from Japan and elsewhere.
Categories
In-service English teacher training
Sub-categories
Training systems
9
Training programs
14
License renewal training and assessment
Assessment of English teacher training
No. of items
13
Assessment of training
5
Individual training
14
Competence Stages of English teachers
22
1.2. Question items and their aims
(1) License renewal training and assessment
Out of the 15 items in the previous survey regarding the preconditions for the
implementation of TCRS and the concept and curriculum design of license renewal
training, 13 items were selected. Local education authorities were asked to judge
whether they were acceptable since the planning and the implementations of teacher
education policy are thought to be contingent upon this information.
(2) In-service English teacher training
① Training systems
The objective is to look at what kinds of programs are provided and to identify the
most suitable audience. Five items were adapted from the nation-wide questionnaire
survey conducted by the Teacher Education Research Group (TERG 2002). The other
four items were taken from the survey results about teacher education in 2006 shown
on the website of the Ministry of Education, Culture, Sports, Science and Technology
(hereafter MEXT).
② Training programs
This sub-category aims to determine whether training programs can be properly
provided according to the stages of professional competencies of English teachers.
Eleven items were the same as those used and analyzed in the previous survey (TERG,
2002) and three items about international understanding, counseling skills and
guidance for entrance examinations were added because they are actually provided by
some of the local boards. Four bands of professional competencies, including teaching
experience, pedagogical and job performance skills, were established for the following
groups: novice, apprentice, practitioner, and expert or mentor. Respondents were asked
to choose what stage each training was most appropriate for. They were allowed to
select two stages because they were not expected to be familiar with the idea of four
competence stages.
(3) Assessment of English teacher training
① Assessment of training
CPD is a key factor of teacher appraisal in most English-speaking countries
(JACET SIG on English Education, 2008), whereas in Japan it has been excluded from
evaluation. Teachers are asked to write about their PD experiences in the self-referral
forms; however, in most cases, it is used for reference only. To find out how the
assessment of PD experiences or training can be incorporated in the teacher appraisal
system, five PD-related items were elaborated based on the overseas models.
② Individual training
To encourage CPD, individual training should be recognized and properly assessed.
Fourteen items were elaborated from the survey results conducted by TERG (2003,
2004) and JACET SIG on English Education (hereafter SIG) (2007, 2008). The
respondents were asked to judge them by selecting one of five options: “very valuable”,
“valuable”, “somewhat valuable”, “not very valuable”, “of no value”.
(4) Bands of English teacher competencies
The aim of this section is to explore the possibility of developing competence
benchmarks for each stage: novice, apprentice, practitioner, and expert or mentor.
Twenty two items were selected based on the previous survey results (TERG 2003,
2004; SIG, 2007, 2008) and “European Portfolio for Student Teachers of Languages”
(hereafter EPOSTL) (Newby et al., 2007). The respondents were required to judge
them selecting one of the four stages.
2. Timeframe and locations
The survey was conducted from December 6, 2008, to January 17, 2009. The
questionnaire was sent to education boards of 47 prefectures, 17 ordinance-designated
cities, and 39 core cities (total 103).
3. Data analysis
MS Excel 2007, SPSS 16.J, and AMOS 16.J software packages were used to
analyze the data.
4. Number of responses
Two questionnaires were undeliverable because of wrong addresses. Therefore, the
total number sent was 101. The responses numbered 32 (response rate: 31.7%).
Survey Results
1. License renewal training and assessment for English teachers
Major findings
Thirteen items considered important by the majority of in-service secondary
school English teachers were judged acceptable by local education authorities. As a
result, not only the systematic implementation of TCRS but also the CPD guidelines
and evaluation framework for English teachers were confirmed as urgent issues.
1.1 Findings
Thirteen items considered important by the majority of in-service secondary school
English teachers in the previous survey were selected. Then local education authorities
were asked to judge whether they were acceptable or not. More than half the
respondents considered all of the items “acceptable”. Chi-square test of the result was
significant (p<0.01). In addition, Cronbach’s alpha = 0.958, indicating high internal
consistency.
1.2 Major factors for teacher education reform in Japan
The 13 items can be grouped into the following five factors (SIG, 2008), which will
constitute the challenges for teacher education reform in Japan.
(1) Standardizing professional competencies and teacher evaluation based on
classroom teaching
・ Professional competencies or standards for teachers should be specific.（Item (12)）
・ Appraisals of English teachers should be based on diverse criteria, including
English ability, pedagogical competence, record of professional development, and
job performance.（Item (11)）
・ Item (12) concerns professional standards which affect all other items.
As the
overseas cases (SIG, 2008 & this Report) show, professional development and
appraisals are based on professional standards.
Standardizing professional
competencies is one of the most critical issues.
・ Item (11) shows that assessment of license renewal and approval systems could be
integrated with teacher assessment, which is held in each prefecture and
ordinance-designated city.
(2) Linking license renewal training with classroom environment
・ Many in-service teachers should participate in designing the curriculum of the
license renewal course.（Item (4)）
・ Sessions focusing on practical aspects of teaching should be taught by experienced
teachers.（Item (9)）
・ Demonstration lessons or class observations should be included in the syllabus.
（Item (7)）
・ As currently contemplated curriculum design of the license renewal course depends
on the universities which offer the courses and the main lecturers, who are
university faculty.
Universities and schools have to cooperate to deliver a more
responsive and practical curriculum.
Moreover, it is necessary to define the
professional competencies of “in-service experienced English teachers”.
・ Item (7) aims at confirming that demonstration lessons or class observations could
be included in the syllabus.
syllabus.
In reality, it might be difficult to include them in the
However, the judgment “acceptable” can be regarded as “valuable”.
In
other words, it is suggested that this kind of CPD guidelines and evaluation can be
included in the teacher evaluation.
(3) Giving greater visibility to the standards of license renewal
・ Standards of approval and assessment for license renewal should be based upon
consultations with in-service teachers and should be publicly accessible.（Item
(10)）
Item (10) is an issue which should be examined in the context of the design of
general teacher education system and standardization of approval for license renewal.
(4) Structuring and implementing a flexible framework of professional development
・ Some elements of the training curricula should be optional.（Item (2)）
・ Completion of license renewal training should be contingent on regular attendance
of designated seminars, workshops, etc.（Item (3)）
・ The renewal application process and participation in the license renewal course
should be permitted two years before license expiration.（Item (8)）
・ Adjustment to the workload should be implemented for those requiring license
renewal-related training and
・
other professional development needs.（Item (13)）
A preliminary review system should be set up. If warranted by the results of the
preliminary review, a participant should be exempted from taking the entire
course or part of the course related to his or her subject area. （Item (5)）
・ Items (2) and (8) are effective in the license renewal training which started in April,
2009.
・ As for item (3), the responses “unacceptable” (43.8%) and “acceptable” (50.0%) were
somewhat close.
In the actual license renewal training, it has been decided that
final certification tests should be given. However, there are no criteria about the
examination contents, methods, and decision about whether to pass or fail.
Currently, these are entrusted to the universities which offer the courses.
・ Item (13) should be adjusted for the license renewal training to operate smoothly.
・ Item (5) should be examined in relation to teacher appraisal mechanisms.
(5) Enhancing English teaching skills
・ License renewal training should include practical elements useful for the
improvement of one’s classroom teaching.（Item (1)）
・ The license renewal course should focus on practical teaching knowledge and skills
useful in the everyday classroom context. （Item (6)）
License renewal training is required every ten years.
Many participants in the
programs may be those teachers who are considered as relatively highly experienced.
However, types of their schools, their teaching environments, PD experiences, and
teaching skills vary from teacher to teacher.
Therefore, different kinds of programs
should be provided in accordance with competence levels and/or interests of the
participants.
2. In-service English Teacher Training
Teachers are expected, as one of their attributes, to enhance their professional
competence throughout their careers. Thus, it is very important that the
administrators of teacher education programs provide various types of PD
opportunities which will enable teachers to promote their professional growth.
This section examines the training systems and programs provided by the local
education boards to determine whether they share perspectives or criteria for
continuing professional development (CPD).
2.1 Regarding the training systems
Major findings
・ The majority of education boards provide regular training held every year at the
training centers and on-site training using demonstration lessons and/or class
・ A little more than half of education boards provide: "training periodically beside
every-ten-year and license renewal training as stipulated by MEXT,” “training at
graduate schools,” and “training overseas.”
・ Only a few education boards provide
training of English language skills designed
in cooperation with private educational institutes or online training.
The respondents are asked if they are providing any in the nine types of training
listed. If this is the case, they are requested to specify whether it is compulsory,
optional or for designated individuals only. If not, they should indicate whether it is
contemplated or not.
(1) Training provided by the majority of education boards
・ Regular training held every year at the training center. (Item (2)) (88%)
・ On-site training using demonstration lessons and/or class observations at own
school. (Item (5)) (88%)
・ Out of 31 education boards, 28 provide both types of trainings. Out of 28 boards, 25
responded ‘Optional” regarding item (2).
・ Regarding item (5), three boards specified “Compulsory” whereas 23 make training
optional. On-site training at own school is required for novice teachers (more than
10 hours a week). Therefore, this training is widely considered as necessary for
experienced teachers.
(2) Training provided by half of the education boards
・ Training provided periodically beside every-ten-year and license renewal
Training as stipulated by MEXT. (Item (1)) (53.2％)
・ Training at graduate school. (Item (7)) (53.2％)
・ Training overseas. (Item (8)) (53.1％)
・ Training designed in cooperation with regional universities or graduate schools
(Item (3)) (37.5％)
・ Regarding item (1), 14 out of 17 boards provide this training on a compulsory basis
whereas 15 boards are not providing it at all. This shows that there is a wide gap in
approach to a compulsory training from board to board. According to the survey
conducted by the MEXT in 2006, 34.3% of education boards provided compulsory
training in the second year training, and 87.9% in the fifth year of employment.
・ Discrepancies in responses to items (7) and (8) are also noteworthy. The reason why
about a half of the boards (43.8% and 46.9% respectively) do not require training
may be that they do not want teachers to stay away from their workplace for a long
time or that they cannot assess the effectiveness of training on classroom teaching.
・ As for item (3), only 12 boards offer this type of training. It is worth noting here
that about 60% of the education boards do not have any partnership or relationship
with local universities. This indicates that many universities produce teachers but
they are rarely involved in PD for teachers.
(3) Training provided by only a few education boards
・ Training of English language skills designed in cooperation with private
educational institutes. (Item (4)) (18.8%)
・ Online training. (Item (9)) (25%)
・ Several boards such as Tokyo, Saitama, Ibaraki, Miyagi, Akita, etc. provide
programs in cooperation with cram schools. The main purpose of this training is to
enhance teaching skills for entrance examinations.
・ There are only a few education boards which provide online training. This may be
partly because on-line programs for teachers have not been sufficiently developed.
2.2 Regarding training programs
Major findings
(1) Results of data analysis
・ Training programs focusing on fundamental teaching methodology and teaching
skills are regarded as appropriate mainly for novice and/or apprentice teachers.
・ Training programs focusing on specific fields and techniques such as ‘development
of supplementary teaching materials’ and ‘enhancing international understanding’
are regarded as appropriate for practitioner and /or expert or mentor teachers.
・ Some training programs are not categorized because the responses vary.
(2) Results of factor analyses
Two stages in each item were chosen by 26 respondents. Therefore, factor analysis
was conducted separately for the first and second choice.
① Results of the factor analysis for the first choice
・ Factor 1: Programs to enhance
the ability to teach English in English
・ Factor 2: Programs to enhance teaching skills for learners’ specific needs
・ Factor 3: Programs on effective teaching methods
・ Factor 4: Programs to enhance the skills to use educational tools and methods
・ (Additional factor: Programs focusing on four skills of English language)
② Results of the factor analysis for the second choice
・ Factor 1: Programs on teaching or guidance skills for specific purposes
・ Factor 2: Programs to enhance communicative teaching skills required for higher
competence stages
・ Factor 3: Programs to enhance classroom teaching skills required for higher
competence stages
・ Factor 4: Programs on supporting skills for individual learners required for higher
competence stages
In this section, English teachers are divided into four competence stages: novice,
apprentice, practitioner, and expert or mentor. The respondents are asked what
stage(s) they think each training program is most appropriate for. They are allowed to
choose one or two out of four stages since Japanese teachers are unfamiliar with the
idea of four competence stages. As a result, 26 respondents chose two stages for each
item and 4 chose one stage.
(1) Results of data analysis
① Programs appropriate for novice and/or apprentice teachers
・ Workshops on how to enhance the effectiveness of teaching in the classroom.
(Item (2)) (75%)
・ Programs on the effective use of textbooks and other teaching materials.
(Item(3)) (91.7%)
・ Programs on teaching methods of four skills of English language. (Item (5))
(71.9%)
These programs can be categorized as fundamental teaching methodology and
skills. Regarding Item (5), however, it may be possible to design a program
for .practitioners and/or experts or mentors as well.
② Programs appropriate mainly for practitioner and/or expert or mentor teachers
・ Programs on the skills to design and produce learning materials appropriate for
their learners. (Item (4)) (53.2%)
・ Programs on how to foster international understanding. (Item (9)) (59.5%)
・ Programs on the counseling skills regarding learning process and independent
learning. (Item (10)) (62.5%)
・ Programs on testing and assessment. (Item (11)) (65.7%)
・ Responses which indicated both “apprentice” and “practitioner” are included in this
category.
・ Programs on specific fields and techniques such as learning materials,
international understanding, counseling skills, and assessment may be suitable for
practitioner or mentor teachers.
③ Responses to Items 6; 8; 13 and 14 varied. Therefore, they made categorization
impossible and were left out of subsequent analysis.
(2) Factor analysis
Since 26 respondents chose two stages for each item, it was technically impossible
to make factor analysis without making two groups. Group One comprised the first
choice which means the lower of the two stages chosen by each respondent, whereas
Group Two consisted of the second choice, the higher stage.
Factor analysis was done
separately for the first and second choices.
① Results of the factor analysis for the first choice
Factor 1: Programs to enhance the ability to teach English in English (0.69)
Factor 2: Programs to enhance teaching skills for learners’ specific needs (0.686)
Factor 3: Programs on effective teaching methods (0.764)
Factor 4: Programs to enhance the skills to use educational tools and methods
(0.657)
(Additional factor: Programs on four skills of English language)
・ Factor 1: items (6) and (7). Both have much to do with the English ability of
teachers who are expected to teach English in English.
・ Factor 2: items (1), (4), (8) and (14). The keywords in these items are “teaching
methodology” “learning materials” “guidance for entrance examinations” and
“autonomous learning.” These may be summed up with “learners’ specific needs.”
・
Factor 3: items (2), (9) and (12). If teachers acquire the methods to facilitate
learners’ awareness of the value and benefit of English learning and of
international understanding, it may follow that they can make classroom teaching
more effective.
・ Factor 4: items (10), (11) and (13). Computers, testing, and counseling are
considered as practical educational tools or skills which may help encourage
individual learners.
・ Additional factor: item (5).
② Results of the factor analysis for the second choice
Factor 1: Programs on teaching or guidance skills for specific purposes
Factor 2: Programs to enhance communicative teaching skills required for higher
competence stages
Factor 3: Programs to enhance classroom teaching skills required for higher
competence stages
Factor 4: Programs on supporting skills for individual learners required for higher
competence stages
・ Factor 1: items (1), (10), (13) and (14). Programs on “counseling skills”, “effective
use of computers”, “guidance for entrance examinations” and “new theories and
techniques of English teaching methodology” may be integrated into the wording,
“teaching or guidance skills for specific purposes.”
・ Factor 2: items (2), (7), (9) and (12). Communicative teaching will get more effective
if teachers have some skills to make their students aware of the objectives of
English learning and of the importance of international understanding.
・ Factor 3: items (3), (4) and (5). These three items are closely connected with
teaching in the classrooms.
・ Factor 4: items (6), (8) and (11). These three items are related to the skills
necessary for supporting individual learners.
3. Assessment of English teacher training
Professional development training and its evaluation are key factors in teacher
appraisal systems of English speaking countries.
For example, in New Zealand,
under the performance management system, types of training teachers take will vary
depending on each of their developmental objectives they plan in the beginning of the
school year.
Moreover, it is hoped that their learning through this training is
reflected in their daily performance, or else, they will have to take additional training
contingent on the evaluation. On the other hand, in Japan, training record is generally
not considered in the teacher appraisal system.
Assuming as an axiom the training should be evaluated fairly, our research group
conducted a research on “evaluation of PD training” and “independent training” based
on our previous research on teacher appraisal systems abroad.
3.1 Assessment of training
Major findings
・ Training judged by boards of education as “possible to assess” were activities that
could take place on site, such as demonstration lessons or action research.
・ Training considered “difficult to assess” included: numerical assessment of one’s
academic track record and inter-school demonstration lessons.
Five items on types of training were prepared for this category. Of the five items,
the respondents were requested to judge if these items can be included in evaluation as
part of teacher appraisal system. Three options were prepared as follows: “possible”,
“unable to judge”, and “impossible”.
Option “other” allowed for additional comments,
if desired.
Internal consistency of each item was 0.801 (Cronbach’s α), which demonstrates
high internal consistency between question items and the result. To examine what
kinds of training the respondents consider “possible to evaluate”, we compared the
frequency distribution of the items which the respondents supported (See “Attachment’
for complete data).
(1) Items which were judged “possible to evaluate” by boards of education
item
type of training
response rate on
“possible to evaluate”
4
Regular demonstration lessons conducted at each
school.
2
Portfolio containing a check list of self-assessment,
training record, and reflection.
3
Action research
87.5%
68.8%
65.6%
A common factor among these items is that all can be held at each teacher’s base
school.
Considering the need for securing sufficient training time, multitude of
problems in the professional environment, and the need to encourage teachers to
become engaged in PD, it is natural that in-school training is perceived as most
feasible. This is also supported by a MEXT survey (MEXT, 1999).
As can be seen from
the present survey results, in-school training is implemented at nearly 90% of the
boards of education (see chapter 2.1).
Also, Kochi prefecture is taking initiative in
creating networks for action research-based training. (Nagasaki, 2009).
・ Portfolios should be considered as an integral and important element of teacher
appraisal.
(2) Items considered as “possible to evaluate” by fewer than 50% of respondents
item
type of training
response rate on
“possible to evaluate”
1
Assessing one’s academic track record, including
publications, presentations, mentoring experience
46.9%
and training background quantitatively.
5
Inter-school demonstration classes.
46.9%
Item (1) was prepared to explore whether a point system introduced in
Massachusetts to monitor quality and quantity of teacher training can be introduced in
the Japanese educational setting.
3.2 Individual Training
Major findings
・ Four elements concerning the improvement of pedagogical competencies of
teachers such as having open classes, conducting action research, and making
conference presentations were considered by the boards of education as important
for individual training.
Fourteen items were prepared for the respondents to evaluate individual training
activities by selecting one of the following five options: “very valuable”, “valuable”,
“somewhat valuable”; “not so valuable”, and “of no value”.
The option “other” was
allowed for additional comments, if necessary.
Reliability coefficient was also calculated to demonstrate a high internal
consistency, with Cronbach’s alpha=0.956, between the survey results and each
question item (See “Attachment’ for complete data)
In this section, based on the results of the mean and the standard deviation (S.D.)
we will present the analysis of items which show high and low mean scores
(1) Items which show high mean scores
① Items which show the highest mean scores (indicating a ceiling effect)
item
type of individual training activity
mean
S.D.
4.41
1.043
4.16
1.322
4.03
0.999
3.94
1.318
Having one’s classes open for observation at all time and
10
always trying to improve one’s way of teaching by accepting
criticism or comments from colleagues or supervisors.
11
9
Conducting action research individually or in cooperation
with colleague(s).
Participating in demonstration lessons and/or workshops on
teaching materials held at school.
3
Making conference presentations and/or publishing in
academic journals.
・ There seems to be no significant differences in the mean among the four items
above. These four items are well evaluated by the respondents who chose either
“very valuable” or “valuable”, as follows: Item (10) is 85.5%, Item (11) is 84.4% and
Item (9) is 81.3%.
Item (3) is 75.% but indicates a ceiling effect.
・ Items (10), (11) and (9) suggest that teachers strongly feel that they should
cooperate with colleagues on a regular basis and make efforts to improve their
pedagogical competencies.
・ It is assumed that Item (3) was supported by the respondents because it gives an
opportunity for teachers to actively reflect on their teaching performance, and to
improve their professional competence.
② Item which shows the second highest mean scores
item
Obtaining a high score on an English proficiency test(s)
8
such as STEP, TOEIC, or TOEFL.
mean
S.D.
3.91
1.058
・ Item (8) was supported by 81.3% of the respondents who judged it as “very
valuable” or “valuable”.
・ This result suggests that the respondents may have been influenced by “A
Strategic Plan” to improve the English education of the Japanese people by MEXT
in 2002, which stipulated the linguistic benchmarks for secondary school teachers
– STEP (Society of Testing English Proficiency) Grade pre-1, TOEFL PBT 550
points, and TOEIC 730 points.
In other words, the results of these standardized
tests are thought to be feasible to use as an assessment tool, and also desirable for
local boards of education to see the increasing number of teachers who have
attained the target score.
(2) Items which show low mean scores
① Items which show the lowest mean scores
item
4
12
Planning and managing activities of an academic society
or group as an executive member.
Having overseas PD experiences or opportunities during
mean
S.D.
3.31
1.203
3.31
1.256
vacation.
・
Regarding Item (4), the results do not seem to be consistent among the
respondents. This may be because these activities are not necessarily considered
essential for improving classroom teaching.
・
Item (12) presents a challenge.
While attending overseas training will lead to
good professional development opportunities and intercultural experiences for
teachers, it may not always be easy for local boards of education to give teachers a
leave of absence from school.
② Items which show the second lowest mean scores
item
5
Participating
in
extension
programs
provided
by
mean
S.D.
3.47
1.244
3.47
1.135
3.47
1.164
universities or graduate schools outside of working hours.
7
Attending English classes at a private institute outside of
working hours to improve one’s English ability.
13
Taking a correspondence course of a university or a
graduate school overseas.
・ It is assumed that the respondents may have considered these items as useful for
improving English ability and pedagogical competencies of teachers, but it is
difficult to judge and evaluate these kinds of individual off-site training because
their effect on teaching performances may not fully be recognized in schools.
(3) Summary of the results
・ It is fair to say that the items regarding the enhancement of English teachers’
pedagogical competencies were highly supported by the respondents. In fact, this
result is consistent with one of the major findings in the study on the
implementation of the Teacher Certificate Renewal System in Japan (JACET SIG
on English Education, 2008); the majority of secondary-school teachers of English
in the study considered “License renewal training should include practical
elements useful for the improvement of one’s classroom teaching” as important for
the concept and curriculum design of license renewal training.
Thus, it seems
that both local boards of education and teachers support the individual training
activities which help teachers develop practical skills directly necessary in the
classroom.
・ As mentioned earlier, Items (4),(9),(10), (11) should be included in the teacher
appraisal system as part of individual training because they were supported by all
the respondents.
4. Competence stages of English teachers
Major findings
1. Results
・ 12 out of 22 items were regarded as appropriate descriptors of competence stages
with over 40% agreement. They can be classified as follows:
a. descriptors for novices, i.e. newly employed teachers.
b. descriptors for apprentices who are better-qualified than novices.
c. descriptors for practitioners who have longer experience and better skills than
novices and apprentices, and are able to provide advice and help to their
colleagues.
・ No items were regarded as appropriate descriptors for mentors or experts, and 10
items did not reach the cutoff point of 40%.
・ More awareness of the professional standards and more refinement of descriptors
are necessary in order to create satisfactory professional standards.
2. Results of factor analysis
・ Factor 1 : Conducting a lesson
・ Factor 2 : Assessment of learning
・ Factor 3 : Using effective methodology
・ Factor 4 : Improving knowledge and skills
・ Factor 5 : Reviewing teaching and learning
The professional standards for English teachers’ pedagogical competence have not
been systematically researched in Japan. However, our nation-wide survey about the
implementation of TCRS conducted last year clearly showed that nationally
standardized and clear benchmarks should be established for professional competences,
teacher assessment, and pre-/in-service teacher training in Japan.
This survey therefore aimed at making suggestions for the standards for
professional competencies. Also we tried to define descriptors for competences found in
our previous surveys (TERG 2003, 2004; JACET SIG on English Education 2007, 2008).
Professional competences were classified into four career stages: novice (N), apprentice
(A), practitioner (P), and expert or mentor (M). They roughly correspond to the stages
of professional development of teachers in Japan. In order to define descriptors for
each stage, we asked local education authorities to select one of the four stages they
think appropriate as a professional competence described in the list of 22 descriptors in
the questionnaire. Thirty two respondents answered this survey. However, two sets of
data were eliminated from the analysis due to vague and inconclusive answers. The
responses were analyzed by a 4-point Likert scale: 1 = novice, 2 = apprentice, 3 =
practitioner and 4 = expert or mentor.
The sample size is admittedly very small. However, replies do provide insights into
how teachers view the notions of professional competences.
In the next section, the results of statistic analyses will be examined for
refinement of the standards of professional competences.
4.1 Results of Likert Scale Calculation
Cronbach’s alpha (.906) indicates high internal consistency, but interclass
correlation (.304) was low. To examine what descriptors the respondents consider
appropriate for each competence stage, we compared the percentages of those who
expressed agreement.
The cutoff point was set at 40%. The following items were
selected as appropriate descriptors for the four competence stages. Percentages of
respondents who expressed agreement are given in parentheses.
Appropriate descriptors for novices
・ I can understand the requirements set in the Course of Study. (Item (1)) (60%)
・ I can make use of my PD experiences, accept feedback from my peers, and
incorporate it into my teaching. (Item (3) )(50%)
・ I can use English to deliver classroom instructions. (Item 9) (80%)
・ I can help learners exchange information in English by writing letters and/or
using the Internet. (Item (15) )(40%)
Appropriate descriptors for apprentices
・ I can modify my teaching based on feedback from the learners. (Item (4)) (40%)
・ I can design and provide a range of listening activities appropriate to the needs
and interests of the learners. (Item (7)) (40%)
・ I can demonstrate how to carry out tasks which require interaction. (Item (10))
(50%)
・ I can assess my teaching and improve it. (Item (16)) (50%)
・ I can play my role in team teaching with an ALT and control the class.(Item (21))
(60%)
Appropriate descriptors for practitioners
・ I can observe my peers and offer them constructive feedback. (Item (6)) (40%)
・ I can help learners infer the content or ideas for today’s lesson from their
background knowledge of a lesson topic by using English. (Item (12)) (50%)
・ I can promote and facilitate independent learning. (Item (22)) (50%)
Appropriate descriptors for experts or mentors
Descriptors for experts or mentors were not sufficiently shared by the respondents.
・ In the four items for novices, responses clustered toward or at the end of the scale,
i.e. 1 or 2. However, this floor effect is not necessarily a negative factor in opinion
surveys because it indicates that the majority of respondents selected a
particular stage.
・ 40-80% of the respondents chose the four items as descriptors for novice
teachers.
・ 40-60% of the respondents selected five items as appropriate descriptors for
apprentices who are better-qualified than novices.
・ 40-50% of the respondents selected three items as appropriate descriptors for
practitioners who have longer experience and better skills than novices and
apprentices, and are able to provide advice and help to their colleagues.
・ Items for mentors were selected by very few respondents: 13% for Item (10), 10%
for Item (22), 7% for Items (1), (6), (13), (14), and (18), and the other items by less
than 3%.
Overall these results imply that the respondents share the professional standards
for teachers to some degree, but further refinement of descriptors and respondents’
awareness of the standards are necessary.
4.2 Results of factor analysis
(1) Method
To identify the underlying factorial structure, factor analysis was conducted with the
promax rotation. Five factors were found with loadings of .511- .724.
Items (10) and (12) in Factor 2, and items (16) and (2) in Factor 4 were deleted
because they are different from other components, and their factor loadings were much
smaller than the rest.
(2) Results of factor analysis
・ The components of each factor are as follows (initials for competence stages (N, A, P
or M) are provided next to item number):
Factor 1: Items (9)(N), (8)(P), (11)(P), (7)(A), (6)(P)
Factor 2: Items (17)(A), (22)(P), (21)(A), (5)(M)
Factor 3: Items 20(P), 13(M), 14(M), 15(N), 19(A)
Results of factor analysis
・ Factor 1 : Conducting a lesson
・ Factor 2 : Assessment of learning
・ Factor 3 : Using effective methodology
・ Factor 4 : Improving knowledge and skills
・ Factor 5 : Reviewing teaching and learning
Factor 4: Items 1(N), 18(A)
Factor 5: Items 4 (A), 3(N)
・ Items for different competence stages are mixed: four stages in Factor 3; three
stages in Factors 1& 2; two stages in Factors 4 & 5. This is not so unusual because
competence stages and underlying components are different in nature.
・
This kind of survey was conducted for the first time in Japan, therefore, it is
natural that the respondents do not share the notion of the professional standards
to a sufficient degree.
Discussion
Focal Points
1. What is required to establish a national appraisal framework of EFL teachers
・ It is important that on-site training is maintained as a PD activity which is
formally assessed in the appraisal system.
・ Building a close partnership between universities and local boards/schools is one of
the most significant challenges to improve teacher training system.
・ Training programs should be designed and provided contingent on teachers’
competence.
・ Results of PD experiences and activities which foster teacher autonomy should be
included in the formal teacher appraisal system.
2. What should be done to develop a set of CPD guidelines for secondary school EFL
teachers
・ The standard of professional competences of each career stage should be refined
through further research.
1. What is required to establish a national appraisal framework of EFL teachers
1.1 In-service English Teacher Training
(1) Training systems
The survey results show that the training systems implemented by local boards of
education vary in form and design. On-site training, however, is offered by most boards
of education. Demonstration lessons and class observations are generally recognized as
important PD activities.
It has not been made clear, however, if this training program
provides sufficient components to build a framework for the professional development
of teachers throughout their careers. It is important that on-site training is
maintained as a PD activity which is formally assessed in the appraisal system.
Training in partnership with universities or graduate schools is provided by less
than half of the respondents.
This shows that universities train prospective teachers
but many of them are not involved in PD of in-service professionals.
According to the
survey conducted by MEXT (2006), universities in Japan rarely work with the
education boards and/or schools in planning and managing training programs. In
many cases, they just supply teaching staff to various PD events or allow teachers to
attend some courses in their curriculum. Building a close partnership between
universities and local boards/schools is one of the most significant challenges to
improving teacher training system.
(2) Training programs
The results show that the supervisors who responded to the questionnaire share
some notions of teachers’ competence stages and training programs.
・ Supervisors tend to think that workshops to enhance classroom teaching skills
should be provided for novice or less-experienced teachers.
・ Novice or less-experienced teachers are expected to improve their own English
proficiency and use it effectively in the classroom.
・ Somewhat experienced teachers are expected to acquire and develop the knowledge
and skills leading to higher professional competence.
It may be practical to incorporate the above notions into the potential designs of
the training programs.
1.2 Evaluation of professional development training
One of the key objectives of the present research is to investigate whether training
evaluation can be included in Japanese teacher appraisal system.
Boards of
education indicated the possibility to introduce teacher training as one of the
components of the appraisal system if the training is practical and requires active and
autonomous teacher involvement.
This kind of self-directed professional development
supported by boards of education is explained by Barfiled et al. (2001) as one of the
pre-conditions for “teacher autonomy”.
Thus, from the present study, we can infer
that all boards of education value training areas which contribute to foster teacher
autonomy. This kind of training seems to be a common characteristic desired in the
recent teacher training patterns in general.
The results of desired individual training
mentioned in article 3.2 and a study on teacher certification renewal system conducted
by our research group (JACET SIG on English Education, 2008) also show similar
tendency.
In other words, both sets of results showed a strong support of teacher
training which is practical and requires active and autonomous teacher involvement.
As for the appraisal methods of this training, a check list of self-assessment,
training record, and reflection, were recognized as valid.
However, adopting just one
of the items will not be enough to construct a better and more effective teacher
appraisal system.
In order to plan a systematic teacher appraisal system by
combining teacher training and assessment, it would be necessary to consider a system
where each teacher can plan her/his own development objectives for the school year,
implements action research or lesson study based on the objectives and uses a portfolio
as a tool for assessment containing a check list of self-assessment, training record, and
reflection.
2. What should be done to develop a set of CPD guidelines for secondary school EFL
teachers
One of the main goals of the research is to investigate the possibility of developing
competence benchmarks of professional standards for each stage. The responses of
local education authorities provided useful insights for the process of elaborating
professional standards for each career stage. A study on teaching competencies
conducted by our research group (JACET SIG on English Education, 2008) also
supported the development of such standards. Our next task will be to refine the
standards of professional competences of each career stage. In order to refine the
standards, professional standards for teaching corresponding to five career stages in
England (see “Visit to England” in this report) and EPOSTL (ECML 2007, see “ELP
and CEFR” in this report) may offer a useful model to emulate.
References
Barfield, A., T. Ashwell, M. Carroll, K. Collins, N. Cowie, M. Critchley, E. Head, M. Nix,
A.
Obermeier and M. C. Robertson (2001). Exploring and defining teacher
autonomy: A collaborative discussion. In On developing autonomy, Proceedings of
the 2001 CUE Conference, Shizuoka, Japan. Tokyo: JALT.
JACET SIG on English Education (2007). A Teacher Certification Renewal System and
Teacher Education and Assessment
JACET SIG on English Education (2008). Developing English Teacher Competencies:
An Integrated Study of Pre-service Training, Professional Dvelopment, Teacher
Evaluation, and Certification Systems
“”
MEXT (1999). Retrieved February 16, 2009 from
http://www.mext.go.jp/b_menu/shingi/chukyo3/002/siryo/o4111001/003.htm#01
MEXT (2006). Retrieved February 10, 2009 from
http://www.mext.go.jp/a_menu/shotou/kenshu/023.htm
Nagasaki, M. (2009). Kyoshi wo sodateru Action Research no susume. English
Teachers’ Magazine, Vol. 57, No. 13. Taishukan Shoten
Newby et al. (2007). European Portfolio for Student Teachers of Languages (EPOSTL).
European Centre for Modern Languages
TERG (2002). A Comprehensive Study of In-Service English Teacher Education in
Japan (1), Teacher Education Research Group
TERG (2003). A Comprehensive Study of In-Service English Teacher Education in
TERG (2004) A Comprehensive Study of In-Service English Teacher Education in
Chapter 2
A Report of Questionnaire Survey Results on
Initial Teacher Education (ITE)
Masachika Ishida, Yoshiko Usui, Takako Maeda, Chitose Asaoka
Major Findings
１．Changes in the English Teaching Methodology (TESOL) Course
・ More initial teacher education (ITE) providers seemed to have set acquisition of
practical teaching skills as the goal of the methodology courses. Thus, more courses
are conducted in a small, seminar-style class with ample opportunities for practical
activities such as writing lesson plans, doing microteaching, video recording the
microteaching for reflection.
・ More ITE providers are placing emphasis on “theories of language acquisition” and
“the course of study for foreign languages” in the methodology course.
２．The impact of the revised Course of Study and the government language policy
・ The number of ITE providers increased markedly with the emphasis on early
English education as one key area for a teaching an EFL methodology course or
other established courses.
・ Only a small number of the respondents made English proficiency a prerequisite
for a teaching methodology course or practice teaching although English
proficiency standards necessary for English teachers were made clear in the
‘Action Plan to Cultivate “Japanese with English Abilities”’ formulated in 2002.
・ Half of the respondents set up courses designed to develop student teachers’
communicative abilities in English.
・ The number of the respondents who emphasize collaborative partnerships with
local schools is increasing.
３．Issues：Further inquiry is necessary for the following:
・ Reasons for the shrinking methodology class size
・ Details of the actual teaching content areas such as “instruction of the four skills”
and
“theories of language acquisition”, which the respondents tend to focus on in
their classes
・ Effectiveness of writing lesson plans and doing microteaching
・ Effective implementation of microteaching and effective usage of video recordings
of microteaching
・ Details of the courses that develop communicative abilities in English and their
effectiveness
・ English proficiency standards required for pre-service and in-service EFL teachers
・ Proficiency standards for elementary school English teachers and their teacher
education
In January of 1998, a nation-wide survey was conducted by JACET SIG on English
Education among the faculty in charge of English teaching methodology courses in
initial teacher education (hereafter ITE) at junior colleges and universities. The
purpose was to see how prospective English teachers were actually trained at tertiary
educational institutions, on the assumption that those prospective teachers will
eventually affect the quality of English education in Japan. As problems with the
education system in Japan have deepened over the past ten years, and furthermore
public expectations of ITE have changed, we decided to carry out another
questionnaire-based survey in an effort to gain a better understanding of the current
status of ITE.
Background
・ Looking at foreign language teaching policies in Japan over the past 10 years, it
can be said that practical communication abilities have been consistently
emphasized.
・ The national curriculum established in 1998 made foreign languages (including
English) compulsory in lower secondary schools, and that in 1999 did the same for
higher secondary schools.
・ The Ministry of Education, Culture, Sports, Science and Technology (hereafter
MEXT) formulated its “Strategic Plan to Cultivate ‘Japanese with English
Abilities’” in 2001, and followed that with an “Action Plan” in 2002.
・ The “Teacher Certification Renewal System” was newly implemented in 2009.
・ Foreign language activities （ including English ） will become compulsory at
elementary schools in 2011.
・ The national curriculum for higher secondary schools to be implemented in 2013,
which has already been officially announced, stipulates that English should be
taught for the most part using English as a medium of instruction.
・ Concerning changes in the curriculum of ITE, the “Enforcement Regulations of the
Educational Personnel Certification Law
enacted in 1998 made it obligatory for
applicants for the first level teaching certificate of lower secondary school to have
acquired five credits of practice teaching (including preliminary and follow-up
guidance), and applicants for the first level teaching certificate of higher secondary
school to have acquired three credits of practice teaching.
In actuality, applicants
aiming at the first level teaching license for lower secondary school do practice
teaching from three to four weeks, while applicants aiming at the first level
teaching license for higher secondary school do practice teaching for two weeks.
Objectives
The purpose of this survey, therefore, is to investigate whether ITE curricula,
course syllabi, teaching styles, course requirements, term of practice teaching,
cooperative relationship with secondary schools, etc. meet the demands of today’s
educational realities. The survey was also designed to identify possible items which
warrant further in-depth inquiry.
Method
1.
Questionnaire design
1.1. Items based on the 1998 survey
The survey items used in 1998 were used as a basis for the 17 items of the current
survey.
The breakdown of those items is as follows.
・ Eleven items concerning English teaching methodology courses: number of classes
offered & number of students taking them, teaching style , instruction in making
teaching plans, scheduling and video-taping of micro-teaching, areas of emphasis,
practice teaching term, etc.
・ Five items concerning overall ITE curriculum: credit requirements in the courses
for the teaching of English and general education courses, offerings of courses that
develop communicative abilities in English, the setting of English proficiency
prerequisites (for taking such courses as English teaching methodology and
practice teaching), offerings of special courses for teaching English at the
elementary school level.
・ One other item: the development of cooperative partnerships with the local schools
in the community and affiliated schools.
1.2 Items modified based on the results of the 1998 survey
Based upon the results from the survey conducted in 1998, we have revised and
arranged the items of the present survey; especially, items or choices newly added are
as follows:
・
“the mixed style of lecture and seminar” to the choices in the item, “the format of
the course”,
・ “video-taping of microteaching” which was set as an independent item separated
from the format of the course,
・ “theories of language acquisition”, “the Course of Study for foreign languages” and
“elementary school English” to the choices in “the focus of the course content”,
・ Those newly added to the items in the ITE curriculum: English proficiency
prerequisites” and “prerequisites for teaching practicum”; “changes of the duration
of teaching practice”; “special courses for teaching English at the elementary school
level” and “collaborative partnerships of schools and ITE providers”.
2. Timeframe and locations
In November 2008, the questionnaires were sent to instructors responsible for
EFL methodology courses in all 439 junior colleges and universities which offer ITE for
prospective English teachers.
3. Data analysis
Microsoft EXCEL was used for processing and analyzing the data.
4. Number of responses
A total of 101 questionnaires were returned (a response rate of 23%). Out of all the
responses, 69 were from private colleges and universities, and 30 from national or
public ones. Two questionnaires were returned blank.
Survey Results
All the numerical results are shown in the attachment. This section provides
findings or summary of the responses to open ended questions.
１．Comparison of 1998 Survey Results and 2008 Survey Results
1.1 Regarding the Methodology Course Instructors
・ The percentage of those who have had teaching experiences in the secondary
schools did not change significantly between the 2008 and the 1998 surveys.
・ In the 2008 survey, a little more than 50% of those with teaching experiences in the
secondary schools had taught the methodology course for 10 years or less.
1.2 Regarding the English Teaching Methodology Course
(1) Number of Registered Students
It became apparent that the number of students taking the methodology classes
has decreased markedly in the 1998-2008 period.
The classes with 20 or less students
amounted to nearly 60% in 2008; on the contrary, in 1998 nearly 60% of the classes had
30 or more students.
(2) The Format of the Course
It is evident that a mixed style of lecture and seminar has become the mainstream.
(3) The Focus of the Course Content
No salient changes were observed for 10 years besides the two items: “theories of
language acquisition” and “the Course of Study for foreign languages”. They were not
included in the previous survey but have received great attention nowadays.
4) Writing Lesson Plans
This has seemingly become a common practice in the English Teaching
Methodology classes.
２．Regarding microteaching
The data indicates that microteaching has become an integral part of the English
Teaching Methodology classes. The open ended question asking for the details of the
microteaching revealed the following.
・ Number of students giving microteaching at a time：single, pair, or in small groups
・ Student audience：all registered students or small groups
・ Length of microteaching：5 to 50 minutes per student (one particular activity or one
whole lesson)
・ Number of microteaching per student：1 – 2
・ Contents：An activity（e.g. introducing new vocabulary）, a particular grammar
point （ e.g. progressive ） , or methodology (e.g. oral communication, grammar
instruction)
・ Feedback：[evaluator] self, classmates, or the teacher, or all of the aforementioned.
[method] written or oral reflection (e.g., discussion); in addition, about 40% video
record the microteaching and use them for feedback (for details see 3. Video
Recording Microteaching).
Reasons for not requiring students to do microteaching were also asked. As the
response “Microteaching are done in the ‘practice’ course” indicates, it can be
speculated that most students are getting at least one opportunity to do microteaching
before their teaching practicum.
３．Video-taping of microteaching
The summary of the responses to an open ended question is as follows:
・ When asked how the recordings are used, many replied that they were used for
student self-evaluation. Some respondents indicated that they would comment on
the
microteaching
while
showing
the
recordings
immediately
after
the
microteaching, but in most cases, the recordings were handed to the students to
encourage self-evaluation or reflection. In other cases, students wrote out what
they learned from reviewing their microteaching. Besides these usages, the
recordings were used for instructional purposes to show excellent examples of
microteaching to students the following year.
・ The most common reason for not video-taping was ‘time constraints’.
Many
respondents indicated that even if they made recordings, they would not be able to
find time to utilize the material. Moreover, they felt that giving comments right
after the microteaching was much more worthwhile, thus they did not see the value
of making a recording. The second most common reason given for not recording was
that video-taping could be an additional psychological pressure on the student, a
consideration on the part of the respondents.
・ The survey revealed that the number of students taking the course had a great
influence on whether recordings of the microteaching were made or not. Namely, if
the number of students was large, there would not be enough time to give
individual feedback to all the students. On the other hand, if the number was small,
comments could effectively be given directly following the microteaching without
having to use a recording. The survey results showed that where recordings were
made, the average number of students was twenty. This shows how recording
microteachings is feasible for classes of approximately 20 students.
４．Overall ITE curriculum
4.1 Courses that develop communicative abilities in English
The responses to the open ended question revealed that most courses are designed
to develop verbal communication skills, followed by the courses which are to promote
written communication skills.
4.2 English proficiency prerequisites
(1) Prerequisites for a teaching methodology course
Though only a few respondents set a prerequisite for the course, its typical
example included passing STEP grade 2 or grade pre-2.
(2) Prerequisites for teaching practicum
Some examples of the prerequisites, though the number was small, ranged from
STEP grade pre-2 to STEP grade pre-1, in addition to grades of required courses or the
number of credits student teachers have acquired.
4.3 Special courses for teaching English at the elementary school level
The number of institutions which provide these courses was smaller than expected,
although English classes will be implemented in all elementary schools in three years.
4.4 Collaborative partnerships of schools and ITE providers
According to the descriptions from those who answered in the affirmative,
collaborative partnerships can be categorized into five types as follows:
・ Classroom observation or participation in study groups
・ Sending student teachers as volunteers or assistant teachers
・ Assisting school events
・ School internship
・ Holding lectures or informal gathering for discussion
Discussion
１．Increase in the Number of Small Classes
This survey revealed that the number of students registered in methodology
classes was shrinking: 26.8% of the methodology courses had fewer than 10 students
and 31.6% had 11 to 20 students. At the same time, more classes were requiring
microteaching and video recording of the microteaching, which were not possible in a
large class. Microteaching is an indispensable component of a methodology course;
thus, this change should be evaluated positively.
However, the smaller class size is also an indicator of the decrease in the number
of students interested in the teaching profession. If it simply means the decrease in the
number of students who go through the certification process just for the sake of getting
the license, it is not of much social concern. Nonetheless, if it implies that capable
students are losing interest in English teaching, it is of an issue for the future of
English education in Japan. In the follow-up research, it is essential to investigate the
reasons for this phenomenon.
２．Increase in the Number of Seminar Style Classes
According to this survey, many teachers were adopting a seminar-style or partially
seminar-style class for their methodology courses. In order to develop strategies to
teach practical communication skills, it is essential to develop strategies to facilitate
teacher/student and student/student interaction. Compared to a teacher-centered
lecture, seminar-style is more conducive to the development of such strategies. While
this trend is positive, the survey failed to reveal the specific characteristics of a
seminar-style class.
In the follow-up study, it is essential to investigate the objectives of a
seminar-style class as well as its features.
３．The Focus in the English Teaching Methodology Course
A follow-up survey is necessary for the following two points.
・ “instruction of the four skills”：Over 80% of the respondents said they emphasized
the “Instruction of the four skills”. This is not surprising when the development of
practical communication skills is called for in English language education.
However, this survey failed to reveal the details of what is actually being taught.
“theories of language acquisition” and “the course of study for foreign languages”.
It is natural to see “theories of language acquisition” becoming central to the
methodology course when current attention to language acquisition theories is
considered. What is important however is to examine carefully what is essential to
students not necessarily majoring in language-related fields within a limited
amount of time. The same is also true of “the course of study for foreign languages”.
４．Effectiveness of Writing Lesson Plans
96% of the courses taught by the respondents require students to write lesson
plans. It is not evident what students are asked to include in these lesson plans. It is
essential to verify what level of lesson plan writing skills is necessary for university
students to successfully fulfill the teaching practicum or how effective these lesson
plans are in the actual teaching of a lesson.
５．Effectiveness of Microteaching
92% of the courses taught by the respondents require microteaching. Although the
ways microteaching is implemented vary, it is evident that microteaching has become a
part of the EFL Methodology Course.
However, it is still not clear what kind of
microteaching is indeed effective during the students’ teaching practicum and in
similar contexts.
６．Effectiveness of video-taping of microteaching and reflections
According to the survey, the appropriate number of students for video-taping
microteaching is thought to be around twenty. From past experience it can be said that
having too many students in a class will hinder equal opportunity for all students to be
video-taped, as well as not having enough time for feedback even if a recording was
made. At the same time, if the number of students is too small, microteaching itself
may be ineffective due to a limited audience feedback.
There are generally three ways the recorded materials are used: ① to present as
a good model, ② to promote student awareness, and ③ to solicit feedback from
others, including teachers.
In this survey, many respondents replied that recorded
materials were used for ① and ② above.
However, many studies in the past question the effectiveness of reflections done by
students at the stage of ITE. When viewing their video-taped recording, inexperienced
teachers and students tend to get carried away with observing physical aspects such as
their facial expressions, manner of speech, and body movements. While such
observations is not totally unnecessary, it is pointed out that what is more important is
to notice learners’ reactions.
Because microteaching involves peers taking the role of
learners, real classroom experience cannot be duplicated. In other words, students do
not have enough experience or perspective to benefit from their reflection. If
microteachings are to be video-taped, it is important for instructors to give students
appropriate instruction and advice.
７．English language proficiency standards
The survey results indicate that half of the respondents created courses that were
designed to develop communicative abilities in English; however, it did not become
evident how these courses would enhance student teachers’ teaching skills.
Regarding English language proficiency standards, the survey results show
that not many respondents have yet made English language proficiency a
prerequisite for registering for a teaching methodology course or practice teaching.
Even when there are some prerequisites, they vary markedly among the ITE
programs. English language proficiency standards necessary for practice teaching
or for becoming an English teacher need to be further investigated.
８．English teaching at the primary-school level
The results of the survey indicate that 16% of the respondents selected early
English education as one key area for a teaching methodology course. Furthermore,
38% of the ITE programs responded that they established a course specifically
designed for English teaching at a primary-school level. This seems to imply that the
respondents tried to react to changes in the new Course of Study which stipulates that
English is to become part of primary level curriculum. This issue requires further
examination, specifically regarding pre-service training for primary-level EFL
instructors and their performance standards.
Chapter 3
European Language Portfolio (ELP) and the Common European
Framework of Reference for Languages (CEFR)
Hisatake Jimbo, Leo Yoffe
Abstract
Since 2000 European Language Portfolio (ELP) has become an increasingly sophisticated
and influential language teaching tool. Between 2000 and 2008 the number of accredited
ELP models increased from six to 99 in 28 different member states. According to the ELP:
Interim Report 2007 16 European member-states implemented ELP models covering all
educational sectors from primary to adult levels. Perhaps more importantly, ELP has
evolved into a significant policy instrument closely related to national curriculum reforms
and in that capacity is helping to shape national language policy objectives and proficiency
benchmarks. This report will look at the background of ELP; its main aims and functions,
and examine the components of this document, as well as the benchmarks of the Common
European Framework of Reference for Languages (CEFR) which have been closely
associated with ELP since its inception. The authors will examine challenges teaches
continue to face as evidenced by comments made by participants at the latest major
ELP-related event – a Workshop on ELP in Whole-School Use. The Workshop was held in
Graz, Austria on October
29-31, 2008. Brief information about the European Centre for
Modern Languages (ECML), an arm of COE responsible for providing support of language
education policies, including ELP, will also be provided.
Background
The idea of a European Language Portfolio was conceived at the European
intergovernmental symposium in 1991 as a way to enhance the communicative skills of
second / foreign language learners. The aims and objectives of this instrument were
grounded in the notion of developing a user-friendly, comprehensive pedagogical tool
based on a common framework of assessment benchmarks.
ELP was formally
recommended to the governments of the Council of Europe (COE) member states by
the European Ministers of Education at the meeting in Cracow, Poland in October 2000.
The Resolution on the ELP encouraged the national governments to “implement or
create conditions favorable for the implementation and wide use of the ELP.”
In a
nutshell, this implied that if ELP model was introduced in an educational jurisdiction
a competent body would be set up to monitor the interface between the established
foreign language curricula and ELP principles; steps would be taken to assist teachers
in the effective use of ELP at the practical level; environment conducive to the use of
ELP in formal and informal educational contexts would be created, and relevant
authorities would ensure that an ELP model is acknowledged as a valid record of
language competence.
The pivotal document outlining the theoretical basis for modern language teaching
entitled Common European Framework of Reference for Languages: Learning,
teaching,
assessment
was
published
in
2001,
and
recommended
ELP
to
decision-making education authorities.
Piloting
Implementing ELP across such a diverse array of educational, cultural and
socio-economic settings was a far-reaching decision which required evidence of
acceptance by relevant stakeholders. In order to ascertain the practical feasibility of
ELP implementation and assure a level of ‘buy-in’ the Portfolio notion was piloted
between 1998 and 2000 in 16 countries. Over 30,000 learners and 1,800 teachers were
involved.
Learners represented a wide cross-section: from elementary school students to
adults. Both qualitative and quantitative data were collected on the structure,
functions and the feasibility of ELP. While there were important variations and
reservations (e.g. many teachers were not sure how the ELP stated objectives and
philosophy would relate to the traditional / compulsory curricula constraints), the
feedback from both learners and teachers was positive
a. ELP was recognized as a useful pedagogical tool by over 70% of respondents
b. ELP was thought to address key educational issues
c. respondents largely believed that ELP
fostered the aims of the Council of
Europe.
Aims
Following a series of piloting projects ELP was launched in 2001, the European
Year of Languages, with the following aims which reflect the aims of the COE:
•
to deepen mutual understanding among citizens of Europe
•
:to respect diversity of culture and ways of life
•
to develop pluralingualism as a life-long process
•
to develop the capacity for independent language learning
•
to facilitate vocational and educational mobility
Functions
It may be useful to consider the functions below as a subset of the above-stated
aims. The ELP functions can be summarized as follows:
A. The pedagogical function
・ to improve learners’ communicative ability in foreign languages
・ to encourage the learning of additional languages
・ to promote the pursuit of new intercultural experiences
・ to promote reflection in language learning and teaching
・ to promote learner autonomy
B. The reporting function
・ to document learner’s language competence in a comprehensive, transparent
and reliable way
Structure
While the ELP philosophy allows for sufficient degree of flexibility in the
development of the portfolio variation by a particular authority, all models are
required to have the following three components.
１．The Language Passport
This section provides a ‘snapshot’ of the learner’s linguistic competence at a given
time in terms of the descriptors in the Common European Framework of Reference
(CEFR).
It allows for self-assessment and for formal evaluations, qualifications and
learning experiences. The Passport takes account of learners’ needs, according to the
age, learning purposes and background. For example, the junior edition (Grades 7 -9)
of the UK Portfolio asks the young learners to assess their proficiency in the four
language skills. The learners can also record what else they can perform in the
language, in addition to the ’can do’ parameters of the CEFR, list activities they are
habitually engaged in, which require the use of a given skill, and the reasons for liking
these activities. The learners are also encouraged to list any international contacts or
experiences they have had, such as mail exchanges, trips overseas, informal meetings,
etc.
２．Language Biography
The objective of this part is to give a learner an opportunity to reflect on his/her
process of learning; to set specific goals and to document any language learning and
socio-cultural experiences undertaken outside the formal educational context.
Obviously this section is very much age-specific requiring adaptation to various age
groups while maintaining the overall focus. Two examples below will help illustrate
this point.
ELP Junior level (UK) asks learners to:
・ record which languages they know and how well; where and how they have
studied them and what they hope to be able to accomplish using these
languages
・ list the activities, such as watching TV programs or reading magazines, the
learners habitually pursue when using foreign languages
・ list contacts they have had with speakers of other languages
・ briefly describe their future language ambitions
・ record any interesting aspects they have noted about other cultures and
languages
・ report on their ‘language strategies’ (i.e. what do they do if they do not
understand someone; what do they find particularly challenging when learning
a foreign language)
ELP Adult Version (UK) asks learners to:
・ list how they have acquired proficiency in foreign languages, i.e. through family
interaction; professional contacts, formal instruction.
・ explain their reasons for learning a foreign language and comment on how the
language is of practical use at present or will be in the future
・ assess their current proficiency in terms of CEFR descriptors
・ describe how they intend to use the language either socially or professionally
・ comment on their preferred learning styles from past experience
・ reflect broadly on their language learning experiences and identify particularly
valuable experiences
・ describe in detail their intercultural background; i.e. factors that influenced
how they respond to intercultural situations; past and ongoing intercultural
encounters; etc.
３．Language Dossier
This component, similar to an artist’s portfolio, allows the learner to select
representative works to illustrate the competencies and achievements identified in the
language passport and the language biography. In the case of younger learners the
dossier may take the form of a ‘scrap book’ with examples of work done in school or
evidence of outside activities, such as pictures, copies of e-mail correspondence; titles of
books read or a vocabulary list. More advanced or older learners typically include
evidence of accomplished projects, written work, feedback on presentations delivered,
and a summary of awarded certificates. They are also encouraged to attach a
statement from some who can vouch for the language proficiency of the dossier owner,
describing how a specific competence was demonstrated and how it corresponds to the
CEFR levels grid.
Common European Framework of Reference for Languages (CEFR)
１．Background and aim
Central to the ELP are the communicative competence levels elaborated in the
Common European Framework of Reference for Languages. In fact, from the onset the
development of this taxonomy was linked to the elaboration of ELP as an
implementation mechanism.
CEFR has it origins in the threshold levels developed by
Van Ek (1977), and subsequently elaborated by Van Ek and Trim in 1997. The first
draft of the Framework appeared in 1995 with revised versions produced by the COE
in 2001. The Framework seeks to create a comprehensive tool to enable language
educators
--
teachers; curriculum developers, syllabus designers, examiners, policy
makers – to direct their efforts in a cohesive manner in relation to a set of proficiency
standards. The Framework was not intended to replace other established assessment
instruments but to supplement them and provide a way to facilitate the understanding
of a variety of assessment qualifications.
２．Structure
The core of the Framework are the Common Reference Levels, which consist of a
series of descriptors typically formulated as “can do” statements. The Framework’s
global scale is composed of six levels arranged in three bands: basic user – A1; A2;
independent user – B1; B2:
classic
and proficient user – C1; C2.
beginner-intermediate-advanced
scheme.
This division follows the
Listening,
Reading
Spoken
interaction and production and written interaction and production are included
together with a rating scale for spoken proficiency providing criteria for range,
grammatical accuracy, fluency and coherence. Altogether 56 specific scales exist to
assess socio-linguistic, strategic and pragmatic competence as well as spoken and
written communicative activities, divided into three groups: reception, interaction, and
production. The Framework also includes a self-assessment grid variations of which
are widely used in ELP models. These concise grids generally assess the four skills
with no separate descriptors provided to evaluate accuracy or vocabulary in spoken
production.
The illustrative scales of the Framework comprise the following broad categories
which are then further sub-divided to assess communicative competence in specific
area:
・ Overall listening & reading comprehension
・ Overall spoken & written interaction
・ Overall spoken and written production
・ Communicative strategies
・ Working with text
・ Linguistic competence (e.g. vocabulary range and control)
・ Sociolinguistic competence
・ Pragmatic competence
ELP: Current Status
Clearly the ELP has attracted significant attention from the foreign language not
only in Europe but worldwide. According to the Interim Report 2007, there is a broad
consensus that the adoption of ELP does make a positive difference in educational
practice and serves as a catalyst of change towards a more communicative
action-oriented curricula at national and local levels. The Report, however, also points
out challenges to a successful implementation of an ELP model. More specifically the
document mentions the following areas which warrant careful scrutiny and analysis.
・ Learner autonomy, one of the core pillars of the ELP philosophy, remains a
controversial notion, with many teachers and parents not comfortable with the
idea of the learner-centered approach which shifts the responsibility to the
learner.
・ ELP is not perceived as a viable assessment tool in many educational contexts
as the conventional syllabi and testing mechanisms are not synchronized with
the “can do” approach.
・ While the overall feedback is largely positive, no concrete statistical data based
on contrastive group studies exists, making it difficult to convince the relevant
authorities to shift priorities and provide resources to support the wide-scale
implementation of the ELP.
・ A wide gap still remains between the principles of the ELP and the demands of
the established curricula.
・ When the ELP model is introduced, sustained learner and teacher support is
still lacking in many cases.
The concerns were echoed by many participants at the ELP in Whole-School Use
Workshop held in October 2008. The focus of the Workshop was to encourage the use of
the ELP to support the teaching of all languages from the beginning to the end of the
secondary curriculum. It also sought to identify projects where the ELP already in use
on the whole-school basis, examine their impact on the learner achievements, and to
ascertain how many new projects on this type were being contemplated. Informal
discussions with the attendees revealed that with a few exceptions ELP integration
was limited to the regional or institutional levels. No national government so far has
enthusiastically embraced the ELP preferring to introduce on an experimental basis
over a fixed period and then assessing broader suitability.
A case in point is the introduction of the ELP approach in a network of 70 primary
and secondary schools in Lower Saxony, Germany. ELP models were developed fro two
specific age groups: grades 3 and 5 at the primary and secondary levels, respectively.
The pilot phase of the project lasted three years, from 2006 to 2009. The coordinator of
the project noted that while it is difficult to conclude with authority that the approach
resulted in better performance (no control / experimental analysis was undertaken),
students did become more responsible for their learning and more aware of their
progress.
However, she also emphasized the difficulty of integrating ELP into the
existing curriculum structure and creating a valid link between the CEFR standards
and the textbooks in use. The other problem which hindered the success of this pilot
project was that the decision-making process was top-down, with little resources
provided to ensure acceptance of the ELP philosophy by the teachers. As a result,
teachers were reluctant to devote precious personal and classroom time to an approach
with few perceived pedagogical benefits. The coordinator’s remarks underscored the
importance of an inclusive process if ELP is to be recognized as a viable alternative by
the education community.
Implications for teacher education
The Workshop participants also stressed that the successful implementation of
ELP requires a significant shift in foreign language teaching (and learning) paradigm.
The roles of educators and language learners change; new techniques need to be
designed, piloted and disseminated. If the students are to be actively engaged in ELP,
they must understand the rationale, the philosophy which underlies it and its
potential benefits. This shift represents a significant challenge to the teachers. One of
the major didactic tools developed to bridge the gap and encourage pre-service teachers
to embrace the principles of ELP has been The European Portfolio for Student
Teachers of Languages (EPOSTL). (detailed information about the EPOSTL project is
available at: http://epostl2.ecml.at/) This document encourages prospective teachers to
reflect on the necessary didactic knowledge for the profession and to monitor their
progress as future educators. EPOSTL consists of three main components:
・ a personal statement intended for those in the early stages of their teacher
education to reflect on issues related to teaching
・ a self-assessment checklist containing ‘can do’ descriptors somewhat similar to
the CERF statements
・ a dossier which enables student-teachers to collect and showcase examples of
work relevant to their teacher education.
EPOSTL was developed by an international team of teacher educators based on
the recommendations made by the Language Policy Division of the Council of Europe.
Currently it is being translated into 11 languages, according to David Newby, EPOSTL
Coordinator (personal communication).
Major Challenges
While ELP is undoubtedly a powerful pedagogical tool destined to play an
important role in the future development of language education in Europe, significant
hurdles still exist and need to be addressed if the ELP is to achieve its full potential.
Below is the list of the issues raised by practitioners during the ELP-Whole School Use
Workshop.
・ While the diversity of ELP models is necessary to reflect regional / cultural
characteristics, learner priorities and social parameters, existence of such a
variety of models tends to undermine the acceptance of this instrument by
employers, etc, thus interfering with the objective of ELP – to promote mobility
within Europe.
・ The overall visibility of and support for the ELP movement within the European
education structures notwithstanding, no national government to date has
revised curricula so that they are explicitly harmonious with the ELP.
Lack of
compatibility with the national and regional curricula creates a parallel set of
curriculum and assessment criteria. As David Little, Coordinator of the
ELP-WSU Project points out,
“In order for the ELP to succeed in an educational system it needs to be
supported by a language curriculum whose communicative component is
expressed in “can do” terms, so that the checklists in the ELP mediate the
curriculum to learners in a very direct way. It also helps if tests/exams are
task-based and action-oriented.” (December 2008, personal communication)
・ Lack of financial and human resources has also been cited as an obstacle to the
sustained implementation of the program.
Necessary Conditions for a Successful Dissemination of ELP
Three major conditions have been identified by the experts and largely supported
by the teaching practitioners.
1. It is necessary to ensure closer coordination between the ELP experts; teaching
community, policy makers and other relevant stakeholders to promote the validity
and the reliability of the ELP model.
2. To the degree possible, national governments need to demonstrate their support for
ELP by concrete revisions of the language curricula and testing methodologies to
make it congruent with the benchmarks espoused in the CEFR.
3. Statistical and quantitative body of research need to be assembled to support the
hypotheses and the principles underlying the ELP paradigm.
The role of the European Centre for Modern Languages (ECML)
While the Language Policy Division of the COE works closely with the relevant
educational authorities to achieve progress on item 2 in Section 9 above, items 1 and 3
constitute one of the key responsibilities of the ECML.
The Centre was founded in Graz, Austria in 1994 as an arm of the COE tasked to
provide ongoing support of language education policies and facilitate reform in
language teaching and learning practice. The Centre does that through a series of
projects (including ELP) aiming to foster communication between experts; share
expertise and promote research on language teaching. Currently the dissemination of
the ELP is one of the Centre’s priorities. Six projects focusing on the ELP and the
CEFR have been launched.
・ Development of level estimation grid for teachers
・ Training in relating language examinations
・ Assessment of young learner literacy
・ The European Language Portfolio in whole-school use
・ Training teachers to use the European Language Portfolio
・ Piloting the European Portfolio for pre-service language teachers
The Workshop on the ELP in Whole-School Use was one of the events organized
within the scope of these projects to promote greater awareness of the ELP, bring
together current practitioners to share their experiences, and identify areas of
potential complementarity. It is interesting to note that the event was attended by
representatives from more than 20 member states as well as non- member states, such
as Canada, Russia and Japan. This demonstrates that educators operating within
quite diverse environments have recognized the potential of the ELP as a possible
model to better language education in their jurisdictions.
Information about the Centre and its activities including the projects listed above
can be accessed at www.ecml.at
Conclusion: Implications for Japan
The ELP and the CEFR warrant careful consideration from the Japanese
education policy-makers and classroom practitioners. Despite a long tradition of
English education from junior high school (and more recently from primary school)
level and significant resource investment by the government and the private sector,
the overall communicative competence of Japanese learners of English remains low.
This is reflected in the average national scores on standardized tests such as TOEFL
and TOEIC. An ELP model presents several important advantages in the Japanese
context:
1. it would encourage learners, particularly at the junior, senior high school and
university levels to reflect on their learning experiences; communicative strategies
and objectives.
2. it would serve as a valuable motivational tool as the learners can recognize what
concretely they can perform in a foreign language, and consequently gain confidence
to pursue foreign language learning with a clear understanding of how they can
benefit from the considerable time spent on L2 study.
3. it would be a catalyst to accelerate the much needed shift towards a communicative
paradigm in language teaching in Japan, forcing a broad re-evaluation of current
teaching methods, materials, entrance examinations, teacher training requirements
and other structural components of FL learning and teaching.
Japanese education environment offers fertile ground for considering an ELP as a
viable model.
・ The system is highly centralized, contrary to many European nations where
lack of central education authority, i.e. Germany, presents a barrier to the
effective and rapid dissemination of the ELP notion across the country. MEXT,
in partnership with the prefectural boards of education, can play a pivotal role
in assuring that the new approach is applied in a consistent and systematic
manner, structure the necessary training for the teachers and initiate textbook
revisions.
・ Adoption of specific benchmarks to illustrate the performance in a foreign
language supports the policy of MEXT to nurture Japanese with good English
abilities and provides a realistic, credible way to measure the success of this
policy.
ELP and the Framework of Reference it is based on will not be a definitive solution
to making English education better in Japan. It is, however, likely to be very effective
in eliciting policy change which will in turn positively affect what happens in foreign
language classrooms. It is highly desirable to examine these tools further to determine
the specific variant which would be most beneficial in Japan.
References
Council of Europe (2001).
Common European framework of Reference for Languages:
Learning, Teaching, Assessment. CUP, Cambridge
Heyworth, F. (2006). “The Common European Framework”. ELT Journal, Vol. 60(2),
181-183.
Little,D. (2008). Trinity College Dublin (retired). Personal Communication
Little,D. et al. (2007).
Preparing Teachers to use the European Language Portfolio.
Council of Europe Publ.
Little,D. (2007). “Language learner autonomy: some fundamental considerations
revisited”, Innovations in Language learning and teaching, Vol.1, No. 1
Little, D., Perclova, R. (2004). ELP: a guide for teachers and teacher trainer. COE Publ.
Strasbourg
The National Centre for Languages (2007). ELP: Adult Version: Revised Edition,
London
The National Centre for Languages (2007). ELP: Junior Version. Revised Edition,
London
Newby,
D.
(2008)
University
of
Graz;
Dept.
of
English
Studies
Personal
Communication
Report (1997). Report of the final conference of the project “Language learning for
European Citizenship”. Strasbourg: COE Publ. (97)7.
Schneider,G., Lenz,P. (2001).
Schrer, R. (2007).
ELP: Guide for developers. COE Publ. Strasbourg
ELP: Interim Report. COE, Language Policy Division. Strasbourg
Schrer,R. (2000). Final report: European Language Portfolio pilot project phase
1998-2000. Strasbourg: COE Publ. (2000)31.
Trim, J. (ed) (1997). Language Learning for European Citizenship. Final report of the
Project Group (1989-96). Strasbourg: COE Publ.
van Ek.J.A. (1976). Threshold level for modern language learning in school. London:
Longman.
van Ek, J.A. and J.L.Trim (1990). Threshold level: a revised and extended version.
Strasbourg: COE Publ.
Chapter 4
Visit to England
Major Findings and Implications for Japan
Tsuneo Takanashi, Chitose Asaoka, Satsuki Osaki
Key findings
・ There are five routes to become a teacher.
・ England has a variety of training seminars including Induction, which are
managed by the Training and Development Agency for Schools.
・ England has Professional Standards for Teaching corresponding to five career
stages, and training seminars and workshops are based on the Standards.
・ Initial Teaching Training providers offer knowledge, skills, training, etc. which are
necessary for teacher development, and potential new providers will be screened
against the strict evaluation and accreditation standards.
・ Teacher training institutions and prospective teachers are evaluated against strict
standards.
・ The five items above can serve as a useful model when we discuss the content and
evaluation of the Teacher Certification Renewal System (TCRS) Seminar.
Introduction
The United Kingdom consists of England, Wales, Scotland and Northern Ireland.
Our survey of teacher training in the U.K. focused on England alone due to time
constraints. In order to maximize the use of our available time, a survey was conducted
at the Institute of Education (IoE), London and in Birmingham where the Education
Show for 2008 was held while we were in the U.K.
In London, we were kindly assisted by the IoE faculty and graduate students.
Our research group also attended the conference and workshops organized by the IoE.
During the Education Show we attended several seminars offered by TDA officials
and the presentations by veteran teachers from various parts of the U.K.
The event
also presented a useful opportunity to familiarize ourselves with a variety of teaching
materials and audio-visual aids, to hold informal discussions with British teachers
about teacher training, and to conduct a valuable and informative interview with a
TDA programme leader.
This report consists of our findings from the research trip to the two locations
mentioned above and summaries of information given in the official web pages of the
educational agencies in the U.K.
The present document is roughly divided into four
parts: first, the content of qualified teacher status (QTS) and the routes to obtain the
QTS will be described; in the second part, in-service seminars and/or workshops
offered for teachers will be examined; third, requirements and accreditation
procedures for potential new providers will be summarized, and lastly, implications
from England’s examples for Japan will be explored
Initial Teacher Training (ITT)
1.
Qualified Teacher Status (QTS)
Prospective teachers in England and Wales must complete ITT and obtain a
Qualified Teacher Status (QTS) by meeting the required standards. The criteria which
must be met can be classified into three inter-related categories: 1) professional
attributes, 2) professional knowledge and understanding, and 3) professional skills.
Among the five options of ITT programmes, except for employment-based ITT, teacher
trainees must do school-based training for 18 to 32 weeks at two different schools.
Furthermore, in England, in order to meet the required standards of QTS, teacher
trainees must pass the QTS skills test which covers the core skills in numeracy,
literacy and information and communication technology (ICT).
2.
Routes to Teacher Training
There are five major routes to the completion of ITT. The first type is
undergraduate teacher training; trainees work on a bachelor’s degree in education
(BEd) while completing ITT at the same time. A BEd course usually takes 3 to 4 years
to complete with at least 32 weeks practice teaching.
The second route is designed for teacher trainees who are degree holders:
Postgraduate certificate in education (PGCE) and School-centered initial teacher
training (SCITT). A PGCE course generally lasts one year full-time, or up to 2 years
part-time. During school placements, teacher trainees in primary education must do
practice teaching for 18 weeks, while those in secondary education, 24 weeks. It is
possible to take a PGCE course through distance learning via Open University,
although trainees must take courses on campus for 18 to 24 weeks. PGCE courses
emphasize collaborative partnerships between ITT providers and schools. To give an
actual example, in a PGCE programme of the Institute of Education at the University
of London, both partnership managers and tutors visit schools during trainees’ practice
teaching. The purpose of partnership managers’ school visit is mainly for the overall
management of practice teaching, whereas tutors visit schools for quality assurance of
practice teaching. Both partnership managers and tutors involve mentor training as
well. SCITT courses offer training in the classroom with the school environment and
last for one year full-time. It is possible to obtain a PGCE at a higher education
institution.
The third type is employment-based training. Trainees are trained while working
at a school. Several mechanisms exist: Graduate Teacher Programme (GTP),
Registered Teacher Programme (RTP), and Teach First Scheme. In the GTP, graduates
are employed by a school and work towards QTS at the same time, whereas in the RTP,
non-graduates are employed by a school and work towards QTS while receiving
academic instruction at a higher education institution in order to qualify as a teacher
and complete a degree at the same time. Finally, Teach First is a scheme in which top
graduates are placed in challenging secondary schools in London, Manchester or
Midland for two years after a six-week leadership training. This is a programme to
train the leaders of the future. Two years later, trainees are allowed to decide either to
continue to teach or leave the profession, but in general, half of the trainees stay in the
teaching profession. The second route is more common than the third, by a ratio of 40
to 1.
The QTS Only option is the fourth type of ITT offered only in England. When a
trainee has substantial teaching experience without a QTS, s/he may be able to qualify
as a teacher by submitting a portfolio as evidence of his or her teaching abilities, the
process of which will be assessed by the University of Gloucestershire.
The last route only available in England is for teachers who were trained overseas.
The Overseas Trained Teacher Programme (OTTP) allows teachers trained overseas to
teach on a temporary basis in a mainstream school in England up to four years. The
OTTP provides individual initial teacher training and assessment.
After September 1st, 2008, all the teachers who are awarded a QTS must register
with the General Teaching Council for England (GTCE).
Professional Development
1.
Induction for Newly Qualified Teachers
Since May 1999, regardless of ITT routes taken, all newly qualified teachers
(NQTs) with QTS must undergo an induction program which lasts over three school
terms. Induction is a personalised programme of professional development with
monitoring and practical support by an induction tutor. By the end of the third term,
the core components of QTS standards have to be met. During induction, a reduced
timetable (teaching for no more than 90% of the time) must be ensured and NQTs are
encouraged to be involved in both planning and assessing their own professional
development towards the core standards. The induction programme is tailored in that
both an induction tutor and a head teacher, or at least one of them, work with each
NQT to plan development opportunities and support.
1.1 Assessment Meetings
Towards the end of each term during the induction period, each NQT meets with
an induction tutor and/or a head teacher for a formal assessment. In addition, an NQT
regularly has classroom observations and progress review meetings with an induction
tutor to discuss and review his or her development towards meeting the core
standards.
1.2 Core Standards and Assessment
During the three formal assessment meetings with an induction tutor and/or a
head teacher, NQTs are assessed based on the three inter-related categories mentioned
already above or by using the guidance created by TDA, grouping 41 QTS standards
into five themes below in order to help NQTs identify their needs and priorities.
Theme 1: developing professional and constructive relationships
Theme 2: working with the law and frameworks
Theme 3: professional knowledge and understanding
Theme 4: professional skills
Theme 5: developing practice
At the end of induction, a head teacher makes a report to the local authority
regarding whether an NQT has successfully met the core standards or not. Based on
the report, the local authority makes the final decision, which will be reported to GTCE.
GTCE finalizes the induction assessment. In case an NQT fails his or her induction, he
or she can appeal to the local authority and their induction may be extended for one
more year.
1.3 The Career Entry and Development Profile (CEPD)
During induction period, NQTs use the career entry and development profile
(CEDP) to reflect achievements and strengths, and discuss their professional
development needs with their induction tutors. CEDP is in three transition points.
Transition point one is towards the end of ITT, point two is at the beginning of
induction, and point three is towards the end of induction.
TDA provides guidance notes at each transition point, a set of prompt questions
and sample formats that can be selected or adapted for making notes. There are also
resources available on the TDA website to help NQTs set objectives and write induction
action plans. In addition to noting their responses at each of the three transition points,
NQTs should collect existing evidence or even produce new material about their
reflections, achievements and plans. For example, they could store their responses at
each transition point and reports on their school experience during ITT.
・ Transition point one:
ITT tutors will introduce teacher trainees to profile as part of their ITT, and towards
the end of their training will work with them to reflect on their achievements,
strengths and development needs so far. Both a teacher trainee and an ITT tutor
should sign to confirm that the appropriate discussions have taken place at
transition point one. TDA provides teacher trainees with a form for each transition
point in the CEDP on the website.
・ Transition point two:
When NQTs begin induction period, they will share the CEDP materials from
transition point one with their induction tutors. The NQTs will discuss their
priorities for development in the context of their posts as an NQT with their tutors.
They will then work with their tutors to set objectives and write an induction action
plan. The TDA website provides sample formats for the action plan.
・ Transition point three:
Towards the end of ITT, NQTs will review their professional development over the
entire induction period and take stock of how much they have achieved. The third
stage of the process will help them to focus on their CPD needs for their second year
of teaching, and prepare them for involvement in the school’s performance
management arrangements.
The process of CEPD helps teacher trainees and NQTs acquire professional
attributes, professional knowledge and understanding, and professional skills on
threshold level at key points towards the end of ITT and during induction.
2.
Continuing Professional Development (CPD)
TDA lately stresses the importance of CPD in addition to ITT and induction, with
the emphasis on improving an individual’s attributes, knowledge, understanding and
skills as well as on supporting individual needs and improving professional practice.
The characteristics of CPD are threefold: collaborative, reflective and sustained.
CPD may take place on the individual level (performance management) or as a
whole school. Through the two kinds of CPD, professional development opportunities
are provided to unqualified teachers as well.
2.1 CPD
(1)
CPD as a whole school
Schools are required to provide the CPD opportunities as a whole school at least
for five days per year. When the CPD takes place, there will be no classes to teach. A
CPD leader at each school creates the annual CPD plan and sets objectives for the
forthcoming year; for example, school-based CPD such as workshops, observation and
projects or participating in lectures and workshops offered by higher education
institutions, private companies or local authorities. There are also leadership training
programmes for CPD leaders. A head teacher evaluates the impact of the CPD on staff
and pupils through class observation and meetings.
During the interviews with a few practicing teachers in England in February, 2008,
it became evident that teachers are likely to view CPD as a benefit – teachers can learn
new and useful ideas for actual classroom teaching or may get motivated to develop
professionally through the CPD practices. However, some issues which still need to be
tackled were pointed out by the teachers. For instance, it depends on a head teacher to
decide what kind of CPD should be practiced; therefore, CPD may vary a great deal in
scale and intensity from school to school. Furthermore, the evaluation of CPD as a
whole school is difficult and the impact of CPD on pupils’ performance may not be
always clear. Finally, attending a workshop offered by local authorities or private
companies may give teachers a chance to talk with teachers from other schools;
however, there is usually no assessment after the workshop and teachers may not be
able to make changes using new ideas that they learn during the workshop.
(2) Performance management
After September 2007, all teachers are expected to engage in performance
management based on a vision of a ‘new professionalism’ which promotes professional
development as an integral part of a teacher’s everyday life. At the beginning of a
school year, each individual teacher meets with a CPD leader to set objectives and
timelines for achieving the objectives, and agree on the criteria to review performance.
At the end of the school year, a head teacher reviews each teacher’s performance
against the criteria set initially.
Assessment may affect pay decision. There are
several key differences about the new arrangements for performance management; for
example, concrete timelines as well as performance criteria are discussed in advance in
addition to objectives, and there is a direct link to compensation.
2.2 Chartered London Teacher Status
Chartered London Teacher (CLT) status is an example of CPD offered by the local
authority of London. By meeting 12 standards, selected from the QTS standards as the
Chartered London Teacher Standards, teachers are awarded a CLT status. CLT status
was set up in order to recognize and reward the achievement of teachers in London,
where they often face a very challenging professional environment. In October, 2007,
537 teachers were awarded CLT status for the first time. As of February, 2008,
approximately 40,000 teachers are working towards CLT status.
3.
Professional Standards for Teachers
3.1 The Framework of Professional Standards for Teachers
In England and Wales, the TDA has a role in bringing coherence to the framework
of professional and occupational standards for classroom teachers. The framework of
standards is arranged in three interrelated sections covering professional attributes,
professional knowledge and understanding and professional skills. Each interrelated
section consists of descriptors divided into several topic areas to provide clarity of the
expectations at each career stage mentioned in section (2) below. The following are
three interrelated sections and topic areas:
a. Professional Attributes
・Relationships with children and young people
・Frameworks
・Communicating and working with others
・Personal professional development
b. Professional Knowledge and Understanding
・Teaching and learning
・Assessment and monitoring
・Subjects and curriculum
・Literacy, numeracy and
ICT
・Achievement and diversity
・Health and well-being
c. Professional Skills
・Planning
・Teaching
・Assessing, monitoring and giving feedback
・Reviewing teaching and learning
・Learning environment
・Team working and collaboration
3.2 The Professional Standards at Career Stages
The framework of professional standards for teachers set out below defines the
characteristics of teachers at each career stage.
・the award of Qualified Teacher Status (QTS) (Q)
・core standards for main scale teachers who have successfully completed their
induction (Core) (C)
・post-threshold teachers on the upper pay scale (P)
・excellent teachers (E)
・advanced skills teachers (ASTs) (A)
The standards provide the framework for a teacher’s career and clarify what
progression looks like. It also provides teachers at each career stage with opportunities
of continuous teacher training and assessment through professional development. (See
Table 1 below)
In the first career stage, a teacher trainee needs to meet all of the QTS standards
in ITT. The recommendation for the award of QTS and registration with the GTCE is
made by an accredited ITT provider. In the second stage, a NQT begins the induction
period. NQTs will be required to meet fully the core standards by the end of their
induction period. The core standards underpin all the subsequent standards, and are
valid at all points of teachers’ careers. The core standards are therefore considered as
threshold for all teachers. After the induction year, a teacher would be expected to
continue to meet standards of the next career stage through CPD. Each set of
standards builds on the previous set, so, for example, a teacher who wishes to become
an excellent teacher needs to meet the core and post-threshold standards, and then
satisfy the standards for excellent teachers.
All qualified teachers are paid according to pay scales. Starting on the 'main' pay
scale, each year, subject to performance, they will move up a step until they reach the
maximum level or move on to a scale associated with a different position or level of
experience, such as ‘advanced skills teacher pay scale’.
In England and Wales, the standards for teachers at each career stage aim to
enhance accountability and assure quality of teachers to help learners develop their
performance.
Table 1
The Framework of Professional Standards for Teachers at Each Career Stage
a.
b. Professional
c.
Teacher
Career
Interrelated
Professional
knowledge
Professional
training
stages
sections
attributes
and
skills
Total
understanding
Topic areas
4
6
6
16
ITT
Q
9
12
12
33
Induction
C
9
16
16
41
CPD
P
1
5
4
10
E
1
4
9
14
A
1
1
2
Descriptors
Comparative Review of Teacher Training in Japan and England
In the preceding two sections the Initial Teacher Training (ITT) and professional
development were summarized to offer a profile of teacher training in England.
Every country has its own history and socio-economic environment of education, and
all successful examples will not necessarily work in other cultural contexts.
So, we
must reflect on whether systems or methods successful elsewhere will bring about the
same results before blindly adopting them.
In the following section will attempt to
make a contrastive examination of professional developments models in England and
Japan to identify commonalities and differences.
1.
Innovation in Japan
In Japan, professional graduate school system was inaugurated in 2003 to respond
to an increasing social need for the training of professionals with advanced specialized
skills and knowledge.
To meet the educational needs, professional graduate schools
for teachers were established.
Currently these institutions have two objectives:
1) To provide the graduates of 4-year teachers’ colleges and universities with more
practical teaching ability.
2) To provide teachers with solid pedagogical knowledge and opportunities for skills’
implementation.
This new system is a good beginning to improve the quality of teachers in Japan.
However, the effect will not be immediately apparent as professional graduate schools
are yet small in number (19 institutions <public: 15; private: 4> with the total quota of
706), and per subject quota (for example English education majors) will be much
smaller.
This suggests that unless teacher training at undergraduate level is also
drastically revised, the pace of professional development of teachers will not accelerate
in Japan.
Quality assurance of higher education is another serious issue in Japan.
Self-checks and self-evaluations have become compulsory for all educational
institutions since 1999.
In addition, all national, public and private universities,
junior colleges and technical colleges are regularly evaluated by organizations certified
by the Ministry of Education, Culture, Sports, Science and Technology (MEXT
hereafter) since April 2004.
Recently, the Japan University Accreditation Association (JUAA) has also played a
role in the qualitative improvement of universities.
universities established in 1947.
It is a voluntary organization of
However, under the 2002 revision of the School
Education Law, all universities in Japan have to be evaluated at least every seven
years by MEXT-certified quality assurance agencies including JUAA, which has the
longest history.
2.
How much can we share about the standards of evaluation?
The development mentioned above sounds very encouraging.
However, these
progressive changes are concerned mostly with administrative matters.
requires improvement is also the quality of classroom teaching itself.
What
Any
improvement will ultimately be contingent on establishing specific and transparent
standards to evaluate quality.
As reported in section 2.3, England produced professional standards for five career
stages, which provide the teachers with guidelines for clarifying “what progression
looks like” and “the professional characteristics that a teacher should be expected to
maintain and to build on their current career stage” (TDA 2007, p.2).
In Japan, on the other hand, while, “the MEXT is aiming to further enhance
comprehensive systems to guarantee the quality of universities both before and after
establishment” (MEXT 2009), universities conduct self-evaluation exercises to identify
possible deficiencies. The government does provide evaluation frameworks, however
these tools are generally vague, and likely led to inconsistency of standards
institutions apply in self-evaluations.
3.
Site visit for evaluation
MEXT-certified agencies can make a site visit for the evaluation of institutions.
This evaluation consists of interviews with the president or senior management, and
are attended also by the faculty member in charge of the evaluation process. In
addition, the evaluators also make an on-campus tour of important facilities.
observe classes and interview students.
They
However, it is not clear what standards are
applied and how interview results are used. While having objective third-party input is
important, quality of education should be addressed by the institutions themselves to
ensure complete accountability.
4.
Teachers’ career development projections
According to Survey of Teachers 2007 (GTC 2008, p.4), 83% of teachers signaled
that over the next five years they would continue to develop in their current role.
About 9% of them expected to become an advanced teacher (AST), and the same
proportion expected to attain excellent teacher status (ETS).
are not classified into career stages as in England.
In Japan teaching jobs
There are administrative or
managerial positions such as principal, vice-principal, etc. but no specific job
descriptors exist. Teachers wishing to move into positions of leadership undergo a
screening process, so presumably evaluation guidelines exist, but they are not publicly
available.
5.
Teachers leaving the profession
Until the fiscal year (FY hereafter) 2008 Japanese teachers could work until
retirement.
However, starting in FY 2009 they will have to take Teacher Certification
Renewal System (TCRS) seminars every ten years for the evaluation of their skills and
knowledge.
Whether or not this policy change will have an impact on their leaving
the profession is not clear yet.
The main purpose of the TCRS is not to get rid of poor
teachers but to provide them with up-to-date pedagogical knowledge; however, its
possible impact should be monitored.
In England 15% of teachers employed in 2007 think of moving to employment
outside of teaching, 12% suggest that they will take a career break in the next five
years and 29% are thinking of retirement (GTC 2008, p.13).
Corresponding data
about Japanese newly employed teachers is not available as of July 17, 2009.
6.
Professional development needs
To evaluate the effectiveness of TCRS seminars in Japan, the MEXT prepared an
evaluation sheet consisting of nine specific items and three comprehensive items with
a four-point Likert scale <4 = very good (very satisfied, passed with distinction); 3=
good (satisfied, passed); 2= not so good (not so satisfied, not barely passed); 1=
insufficient (dissatisfied, failed> (MEXT 2009).
The first point to note is the ambiguous title; the name consisting of 13 kanji
characters could mean either “Evaluation Sheet of the TCRS Participants” or “Evaluation
Sheet of the TCRS by the Participants”.
To avoid any potential misunderstanding the wording
should be reworked.
Form No.5, MEXT
Evaluation Sheet of the TCRS Participants
Provider:
(Name of institution)
Period:
(date, month, year)
Name of the Course:
The purpose of this evaluation sheet is to improve the TCRS and to provide future participants with
information about the TCRS.
It is not intended to evaluate the participants in any way.
1)
Did the seminar address various problems and tasks teachers are facing?
2)
Were the objectives clear? Was the content of the seminar based on them?
3)
Was the seminar designed to motivate the participants?
4)
Was the explanation easy to understand with appropriate key points highlighted?
5)
Were the teaching materials appropriate?
Ⅰ.
Provide your overall evaluation of the content and method of this seminar based on the preceding items
1)∼5) by circling one of the four grades: 4, 3, 2, 1.
6)
Did the seminar give you a chance to reflect on your teaching career and to renew your commitment to
teaching?
7)
Did the seminar give you an opportunity to expand your knowledge of education policy developments; and
understand more deeply the changing dynamics of educational landscape?
8)
Was the seminar effective in raising your awareness of recent pedagogical developments; teaching theories,
and new classroom techniques?
9)
Did the seminar deepen your interest in the content covered and your knowledge and skills as a teacher?
Ⅱ
Evaluate how well you have acquired the most up-to-date knowledge and skills based on items 6)∼9) by
circling one of the four grades: 4, 3, 2, 1.
Ⅲ
Evaluate the organization of this seminar (number of participants, facilities, venue, networking
opportunities, etc.) by circling one of the four grades: 4, 3, 2, 1.
The above evaluation sheet is being used in the TCRS seminars throughout Japan,
officially starting in the fiscal year 2009, so the result of the evaluation is not available
yet.
Also, it is not clear how the participants are to be evaluated.
In other words,
evaluation standards of professional development are not publicly available.
In the absence of concrete and transparent standards it is difficult to ensure a fair
treatment of the seminar participants, considering that many providers will offer their
products based on very broad MEXT guidelines.
Implications for Japan
While the teacher training systems and their evaluation mechanisms adopted by
England may not necessarily be relevant in the Japanese context because there are
differences in the systems and histories of education between England and Japan,
it
is a good opportunity to consider the English models to produce and retain good
teachers for the possible application in Japanese educational environment. Three
points are particularly noteworthy.
1.
Accountability of teacher training institution
In Japan when we plan to establish an educational institution, we follow the
related regulations described in School Education Law, Private School Law, etc.
Recently the related information has been increasingly disclosed to the public.
However, it is still not user-friendly for the public to access.
So far university autonomy has made it difficult to inspect higher education
institutions in Japan except for financial management or when they apply for the
accreditation of higher diplomas such as MA or PhD courses.
Recently, this has been
changing thanks to the role the University Accreditation Association has come to play,
although this process is still in its infancy.
Training of prospective teachers determines the quality of teachers from
kindergarten to upper middle school in Japan.
This is why more accountability is
needed from higher institutions. University autonomy should not be used as a
rationale to compromise what is in public interest.
2.
Teacher training and workshops catering to teachers at various career stages
The training curricula provided in teacher training universities, local education
centers and the TCRS should be coordinated so that the authorities can focus on what
is really needed at different career stages of teachers.
This requires professional
standards designed to fit the needs of teachers at each career stage in terms of school
types, subjects, activities, etc.
3.
Training quality standards for teacher training institutions and seminars
TCRS places a heavy burden on the instructors.
According to the MEXT
directions, those instructors are to be evaluated by the TCRS seminar participants.
The problem is that since many provides offer the seminars, the contents of the
seminars will vary greatly.
is too broad.
The MEXT gives the outlines of the TCRS content, but it
So, it is important to have the uniform and detailed Standards of the
TCRS Seminar in order to assure quality delivery.
In England the Training Quality Standard has been developed and ITT providers
have the necessary criteria for delivering the programs.
A similar standard is
essential for the enhancement of education in Japan.
References
Cole, M. (ed.).(2005). Professional Attributes and Practice: Meeting the QTS Standards.
Oxfon: Routledge.
Green, H. (ed.).(2004). Professional Standards for Teachers & School Leaders.
Oxfordshire: Routledge.
General Teaching Council for England (GTC). (2008).
Survey of Teachers 2007.
GTC.(2008). Annual digest of statistics 2007-08. Profiles of refgistered teachers in
England.
Holmes, E. (2009). The Newly Qualified Teacher’s Handbook. Oxon: Routledge Falmer.
Japan University Accreditation Association (JUAA). (2009). University Standards and
Explanation .
JUAA. (2009).
The Process of Evaluation by Evaluators (for Site visit)
MEXT. (2009). Evaluation Form to be filled in by seminar participants of the Teacher
Certification Renewal System.
Sangster, M. & Overall, L.(2007). Secondary Teacher’s Handbook. London: Continuum.
The Secretary of State for Education and Skills.(2008). Education, England. 2006
No.2661
TDA .(2007). Professional Standards for Teachers: Why sit still in your career?
TDA.(2008). Training Quality Standard.
Yaosaka, O.(2008). Teacher Certification Renewal System. Tokyo: Meijitosho
Publishing Co.Ltd.
We are very grateful to the following agencies for very useful information provided in
their web pages:
TDA:
http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts_intro.aspxhttp://www.td
a.gov.uk/partners/ittstandards/guidance_08/qts.aspxhttp://www.tda.gov.uk/partners/itt
standards/guidance_08/qts.aspx
http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspx
http://www.tda.gov.uk/teachers/continuingprofessionaldevelopment/cpd_guidance
http://www.tda.gov.uk/partners/ittstandards/guidance_08/itt/R1_4.aspx?section=questi
ons&keywords=ITT+requirements
Retrieved May 10, 2008
http://www.tda.gov.uk/partners/providerlinkadvisers.aspx
Retrieved January 9, 2008
http://www.tda.gov.uk/partners/funding.aspx?keywords=ITT+providers
Retrieved January 9,
2008
Dr. Shiela King (IoE): PGCE materials
http://www.ioepartnership.net/secondary.asp
CLT:http://www.clt.ac.uk/
National Curriculum:http://www.nc.uk.net/webdav/harmonise?Page/@id=6016
http://www.nc.uk.net/webdav/harmonise?Page/@id=6016
2006-09 Corporate plan,
TDA:
http://www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfhttp:/www.tda.g
ov.uk/upload/resources/pdf/c/corpplan_200609_col.pdf
http://www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfhttp://www.tda.
gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdf
Final report to the Training and Development Agency for Schools:
http://www.tda.gov.uk/search.aspx?action=search&keywords=IPSE&Go=Search
http://www.tda.gov.uk/search.aspx?action=search&keywords=IPSE&Go=Search
Introducing the New Standard:
http://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-w-introguide.pdf
http://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-w-introguide.pdf
CILT (the National Centre for Languages):
http://www.cilt.org.uk/index.htm
DfES Guidance on EAL (=English as an additional language) Training Programmes:
http://www.tda.gov.uk/search.aspx?action=search&keywords=DfES&Go=Search
http://www.tda.gov.uk/search.aspx?action=search&keywords=DfES&Go=Search
http://www.tda.gov.uk/partners/funding.aspx?keywords=ITT+Providers
http://www.tda.gov.uk/partners/providerlinkadvisers.aspx?keywords=Provider+link+a
dvisers
http://www.tda.gov.uk/partners/funding/accreditation/assessmentcriteria/secretaryofst
atescriteria.aspx?keywords=Secretary+of+State
Retrieved January 12, 2009
http://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-introguide%20_02
July2008_.pdf
http://www.tda.gov.uk/upload/resources/pdf/i/revised_itt_requirements.pdf
CONFERENCES
Chartered London Teachers Annual Conference (25 Feb, 08 @ IoE, University of
London)
The Education Show (28 Feb – 1 March, 08 in Birmingham)
We also appreciate the cooperation from the persons below:
INTERVIEWEES
Dr. Shiela King (PGCE MA director of Training Partnership, IoE, University of
London)
Ayshea Craig (primary school teacher with 3-year experiences)
Paul Hine (TDA, programme leader)
Geri Askin (deputy head, Old Ford Primary School, London)
QUESTIONNAIR
Mr Stuart Churhill (Headteacher, Deanshanger Primary School)
Chapter 5
American Council on the Teaching of Foreign Languages
Akiko Takagi, Yoshiko Usui
Implications for Japan: what we learned from ACTFL 2008 Annual Convention
We will be able to provide better teacher education programs for pre-service and
in-service teachers if we consider the implementation of the following principles while
bearing in mind specific characteristics of education system, and socio-cultural
dimensions in Japan.
(1) Providing Collaborative and Diverse Training Opportunities
・In addition to the short-term intensive training programs provided by the education
boards and universities, it is essential that different organizations collaborate in the
development, implementation, and evaluation of training programs and provide
long-term training opportunities which are diverse and meet the needs of the
teachers.
(2) Integration of Theory and Practice
・ It is essential that theory and practice are integrated in pre-service and in-service
teacher training by implementing activities such as feedback between teachers,
reflective practice, and action research.
(3) Development and Implementation of teacher education programs for pre-service
・ In order to improve teachers’ qualification nationally, we should define concrete
qualities and capabilities of teachers, professional standards, and standards for
teacher assessment, and standardize pre-service and in-service teacher education
programs.
Introduction
2008 Annual Convention and World Language Expo hosted by American Council
on the Teaching of Foreign Languages (ACTFL) was held in Walt Disney World Swan
and Dolphin Resort in Orland, Florida on November 21-23 2008. The convention was
the only opportunity to bring together the educators of all languages at many kinds of
institutions throughout the U.S., and 6,000 people participated in the convention. The
present report presents the latest information we received at the convention, and
discusses implications for Japan concerning professional development.
Outline of ACTFL and Report on Annual Convention
１．About ACTFL
ACTFL was established as a non-profit organization in 1967 to promote “the study
of languages and cultures as an integral component of American education and society”
(ACTFL Language Proficiency Tester Training Site). It is “the only national
organization dedicated to the improvement and expansion of the teaching and learning
of all languages at all levels of instruction” with an individual membership of “more
than 9,000 foreign language educators and administrators from elementary through
graduate education, as well as government and industry” (ACTFL). In addition to an
annual conference with over 6,000 participants, it publishes The Language Educator, a
newsletter, as well as the Foreign Language Annals, a journal. Moreover, in 1986, it set
forth the ACTFL Proficiency Guidelines of each of the four language skills.
Further,
in 1993, it defined the 5Cs (communication, cultures, connections, communities,
comparisons) the content standards—“what students should know and be able to do”.
It was accomplished in collaboration of AATF (French)1, AATG (German)2, AATI
(Italian)3, AATSP (Spanish and Portuguese)4 ACL (Classical languages)5 ACTR
(Russian)6, CLASS (Chinese)7 and NCJLT8-ATJ9 (Japanese) with a three-year federal
grant.
Furthermore, it contributes to pre-service teacher training as a member of
organizations such as NCATE (the National Council for Accreditation of Teacher
Education) and INTASC (the Interstate New Teacher Assessment and Support
Consortium).
２．Overview of the annual convention
The 2008 Annual Convention and World Language Expo was held by ACTFL
co-sponsored by eight organizations including American Association of Teachers of
German, Florida Foreign Language Association, National Council of State Supervisors
for Language. About 6,000 participants were mainly teachers at elementary, junior
high, and high school level who teach foreign languages such as Arabic, Spanish,
German,
French,
Italian,
Chinese,
and
Japanese,
university
teachers,
and
administrators.
The convention featured over 600 educational sessions duding three days. The
printed program guide contained abstracts of each session, name(s) of presenter(s),
name(s) of sponsor(s), keyword, applicable level(s), language of presentation, and
applicable language(s). The 14 keywords presented were advocacy/policy, assessment,
culture, curriculum, diversity/learner variables, instructional materials/textbooks,
international
education,
language
for
specific
purposes,
literacy,
literature,
methods/techniques, research, teacher preparation/development, and technology. Fifty
concurrent sessions were held in different rooms, sessions where applicable
language(s) keyword is the same were allocated to the same room. Few presentations
were academic research, and many presentations were presentations or hands-on
workshop about teaching methodology, assessments, and curriculum which can be
applied to class immediately probably because many of the participants were school
teachers.
Concurrently with the sessions, World Language Expo was held by more than 250
exhibitors such as publishers, educational institutions and organizations. The
exhibitors’ booths were located according to each language. The participants were able
to purchase textbooks and materials, and browse the publications presented by
educational institutions and organizations which support foreign language education.
Twenty-four pre-and post-convention workshops were held, and the participants
were able to earn Continuing Education Units (CEU10). The workshops covered a wide
range of topics such as ACTFL Oral Proficiency Interview (OPI) assessment and
hands-on teaching techniques.
Implication for Japan
As mentioned above, most sessions were related to practical teaching methodology,
methods of assessment, and curriculum. Although we did not find many presentations
related to teacher education and professional development, we present implication for
the Japanese educational context based on what we learned from the sessions we
attended.
１．Providing Collaborative and Diverse Training Opportunities
The U.S. federal government has recognized the importance of foreign language
education as a part of national strategy, and has set forth clear policies and allocated
fair amount of budget under programs of the National Security Language Initiative:
NSLI11. Further, it has set up and implemented detailed plans by calling for
educational organizations, foundations, and the private sector to cooperate. For
example, Palo Alto Unified School District (PAUSD) and Stanford University School of
Education (SUSE) which is one of the institutions under California Foreign Language
Project (CFLP12) conducted an integrated language program for students and
professional development program for teachers. The program was funded by National
Foreign Language Center (NFLC) under STARTALK13 programs which are the newest
of the component programs of NSLI. Therefore, there is a close-knit relationship
between the miscellaneous educational organizations and other language –related
associations:
universities,
administrations,
and
private
organizations
have
collaborated in the development, implementation, and evaluation of training programs
with the aid of federal grants. In-service training programs for K-12 teachers are also
being provided. Moreover, on-line programs have enabled long-term programs for busy
teachers.
In Japan, intensive training programs were carried out for five years as part of “an
Action Plan to Cultivate Japanese with English Abilities” set forth by MEXT in 2003,
which calls for the improvement of teaching ability of English teachers as well as the
enrichment of the teaching system. Furthermore, the teacher certification renewal
system is due for implementation from 2009 in order to maintain good teacher quality.
However, these are short-term intensive training programs implemented by the
education boards and universities, with unclear effectiveness. Collaboration of
different organizations in the development and implementation of training programs,
providing long-term and varied training opportunities, and verification of their
effectiveness seem to be essential in professional development of teachers.
２．Integration of Theory and Practice
In the United States, theory and practice are well-balanced in both pre-service and
in-service training programs. For example, in the school climate project introduced in
Virginia Tech, students deepened their understanding of the school climate by actually
collecting data at the school and analyzing the data. Also, in the summer intensive
language program case mentioned above, theory and practice were integrated by
setting up the training program alongside a summer intensive language program,
allowing immediate application of theories in a real teaching situation as well as
self-reflection and feedback between teachers.
Both pre-service and in-service training programs provided in Japan tend to be
theory-oriented. It is essential for pre-service and in-service training programs in
Japan to integrate theory and practice by implementing feedback between teachers,
reflective practice and action research for a long-term professional development of
teachers.
３．Development and implementation of teacher education programs for pre-service
ACTFL established ACTFL Proficiency Guidelines for each language、NCATE (the
National Council for Accreditation of Teacher Education)14 did Standards of Excellence
in Teacher Preparation and standards for professional development, and INTASC (the
Interstate New Teacher Assessment and Support Consortium)15 did Model Standards
for Beginning Teacher Licensing, Assessment and Development. In addition, each
district has established standards for curriculum and assessment. Academic research
and classroom practice presented at the annual convention of ACTFL were based on
each standard, and the audience participated in the discussion with knowledge of the
standards.
As shown in this example, we should develop and implement teacher education
programs for pre-service and in-service teachers based on national standards, and
examine and share the effects of the programs. Through this process, we will make a
constructive discussion to assure the quality of teachers nationwide.
In Japan, because concrete qualities and capabilities of teachers, professional
standards, and standards for teacher assessment are not established, the contents of
training programs for pre-service and in-service teachers are not standardized.
Standardizing teacher education nationally will make the goals of achievement and
standards of teacher assessment clear. It will also enable the policy makers to
standardize teacher education program which will lead to the improvement of teachers’
quality nationally.
References
American Council on the Teaching of Foreign Languages (2009). About ACTFL.
Retrieved February 23, 2009 from
http://www. actfl.org/i4a/pages/index.cfm?pageid=3274
ACTFL Language Proficiency Tester Training Site (2009). Frequently Asked
Questions: Who is ACTFL? Retrieved February 21, 2009 from
http://www.actfltraining.org/actfl_posting.cfm?recno=17
Center for Applied Linguistics (2009a). About CAL. Retrieved February 21, 2009 from
http://www.cal.org/about/index.html
Center for Applied Linguistics (2009b). Testing/Assessment. Retrieved February 21,
2009 from http://www.cal.org/topics/ta/sopa_ellopa.html
Center for Applied Linguistics (2009c). Past Archive. Retrieved February 21, 2009 from
http://www.cal.org/k12nflrc/
International Association for Continuing Education and Training (2009). Continuing
Education Units. Retrieved February 21, 2009 from http://www.iacet.org/content/
continuing-education-units.html
Mori, R. (2002). The unitization of professional and vocational education: A case of
continuing education unit. The Journal of Academic Degrees of National Institution
for Academic Degrees, 16, pp.107-121.
STARTALK (2009). About STARTALK. Retrieved February 21, 2009 from http://
startalk.umd.edu/about
The Californian Language Project (2007). Organization and Project Mission. Retrieved
February 21, 2009 from http://www.stanford.edu/group/CFLP/org/cflporg.html
U. S. Department of Education (2008). NSLI Frequently Asked Questions. Retrieved
February 21, 2009 from http://www.ed.gov/about/inits/ed/competitiveness/nsli/nslifaq.pdf.
Notes
1 American Association of Teachers of French
2 American Association of Teachers of German
3 American Association of Teachers of Italian
4 American Association of Teachers of Spanish and Portuguese
5 American Classical League
6 American Council of Teachers of Russian
7 Chinese Language Association of Secondary-Elementary Schools
8 National Council of Japanese Language Teaching
9 Association of Teachers of Japanese
10 One International Association for Continuing Education and Training (IACET) Continuing
Education Unit is defined as 10 contact hours of participation in an organized continuing education
experience. CEUs are awarded for university credits obtained outside of regular university
education, continuing education and training programs as a professional. The IACET CEU may be
awarded only by organizations that have been reviewed and approved as authorized providers by
IACET.
(International Association for Continuing Education and Training, 2009 ; Mori, 2002)
11 NSLI was announced by President Bush in January 2006 to strength the economic competiveness
and the security interests of the Nation. NSLI programs target the critical needs languages such as
Arabic, Chinese, Japanese, Korean, and Russian languages which are not widely taught in the U.S.,
and seeks to expand critical foreign language education (U.S. Department of Education, 2008).
12 The California Foreign Language Project was established in 1989 by mandated of the California
Legislature. It has pursued the goal of challenging language
professionals to improve and
expand language programs in California and promote access and equity within educational
institutions for every student. The project sponsors a network of nine regional projects for a total of
eleven sites that are responsible for hosting professional development programs for language
educators. Each of the CFLP sites is staffed by a director who collaborates with a faculty of advisor
from the hosting campus (The Californian Language Project, 2007).
1 3 In 2007, the NFLC undertook the initial planning phase of a multi-year project entitled
STARTALK. During the summer of 2007, NFLC funded summer programs in Arabic and Chinese
for 400 high school students and professional development opportunities for 400 Arabic and
Chinese teachers. In2008, STARTALK continued to fund summer programs for students and
teachers in Arabic and Chinese, as well as adding programs in Urdu, Hindi, and Persian
(STARTALK, 2009). The objective of the planning phase was to develop a strategic plan for
STARTALK, and to provide specific implementation and evaluation plans for Summer 2007
programs in Chinese and Arabic for 400 high school students, and professional development
opportunities for 400 teachers and/or perspective teachers of these two languages.
14 NCATE , founded in 1954, is a coalition of 33 organizations representing teachers, teacher
educators, content specialists, and local and state policymakers. It is a nonprofit, nongovernmental
organization to help to establish high quality teacher, specialist, and administrator preparation. It
has set a total of 6 standards.
As of 2007, NCATE has accredited 632 colleges of education with
nearly 78 more seeking NCATE accreditation (http://www.ncate.org/). ACTFL is also of a member
of NCATE.
15 The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of
state education agencies and national educational organizations dedicated to the reform of the
preparation, licensing, and on-going professional development of teachers created in 1987 as a
project of CCSSO（Council of Chief State School Officers）which was established in 1927. It has set
a total of 10 principles (http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_
Support_Consortium/). *CCSSO is a nonpartisan, nationwide, nonprofit organization of public
officials
who
head
departments
of
elementary
and
(http://www.ccsso.org.). CCSSO is also a member of NCATE.
secondary
education
in
the
US
Attachment
Chapter 1
A. Questionnaire on In-service English Teacher Training and Evaluation
Ⅰ In-service English teacher training
1. Training systems
Are you providing any in the following nine types of training? If so, please specify
whether it is compulsory, optional or for designated individuals only. If not, please
make sure whether it is contemplated or not.
(1) Training provided periodically beside every-ten-year and license renewal training
as stipulated by MEXT.
(2) Regular training held every year at the training center.
(3) Training designed in cooperation with universities or graduate schools in your
district.
(4) Training of English language skills designed in cooperation with private
educational institutes.
(5) On-site training using demonstration lessons and/or class observations at own
school.
(6) On-site
training
using
demonstration
lessons
and/or
class
observations
undertaken in partnership with schools in your district.
(7) Training at the MA course of graduate schools
(8) Overseas training for a certain period of time.
(9) Online training.
2. Training programs
In this section, English teachers are divided into four competence stages: novice,
apprentice, practitioner, and expert or mentor. What stage(s) do you think each
training program below is most appropriate for? Please choose one or two out of four
stages.
(1) Programs on new theories and techniques of English teaching methodology.
(2) Workshops on how to enhance the effectiveness of teaching in the classroom.
(3) Programs on the effective use of textbooks and other teaching materials.
(4) Programs on the skills to design and produce learning materials appropriate for
their learners.
(5) Programs on teaching methods of four skills of English language.
(6) Programs to enhance English communicative ability of teachers.
(7) Programs to enhance the effectiveness of tem-teaching with an ALT (assistant
language teacher).
(8) Programs on how to foster autonomous learning of English language.
(9) Programs on how to foster international understanding.
(10) Programs on the counseling skills regarding learning process and independent
learning.
(11) Programs on the methods of testing and assessment of learning.
(12) Programs on how to make learners more aware of the value and benefit of
English learning.
(13) Programs on the effective use of computers and other educational devices.
(14) Programs on the guidance for entrance examinations conducted by invited
instructors from cram schools.
Ⅱ License renewal training and assessment for English teachers
The following are the items considered important by a majority of English
teachers as preconditions for the implementation of TCRS or the design of license
renewal training, according to the results of the 2007 national survey. Please indicate
whether you consider items below acceptable or unacceptable?
(1) License renewal training should include practical elements useful for the
improvement of one’s classroom teaching.
(2) Some elements of the training curricula should be optional.
(3) Completion of license renewal training should be contingent on regular attendance
of designated seminars, workshops, etc.
(4) Many in-service teachers should participate in designing the curriculum of the
license renewal course.
(5) A preliminary review system should be set up. If warranted by the results of the
preliminary review, a participant should be allowed to be exempted from taking
the entire course or part of the course related to his or her subject area.
(6) The license renewal course should focus on practical teaching knowledge and skills
useful in the everyday classroom context.
(7) Demonstration lessons or class observations should be included in the syllabus.
(8) The renewal application process and participation in the license renewal course
should be permitted two years before license expiration.
(9) Sessions focusing on practical aspects of teaching should be taught by experienced
teachers.
(10) Standards of approval and assessment for license renewal should be based upon
consultations with in-service teachers and should be publicly accessible.
(11) Appraisals of teachers of English should be based on diverse criteria, including
English ability, pedagogical competence, record of professional development, and
job performance.
(12) Professional competencies or standards for teachers should be specific.
(13) Adjustment to the workload should be implemented for those requiring license
renewal-related training and with other professional development needs.
Ⅲ Assessment of training for English teachers
1. Assessment of training
If the assessment of PD experiences or training were to be incorporated into a
teacher appraisal system, what would be the most feasible way to do it? Please mark
the following items as: “possible”, “cannot judge” or “impossible.”
(1) By assessing one’s academic track record, including publications, presentations,
mentoring experience and training background numerically.
(2) By making use of a portfolio containing a check list of self-assessment, training
record, and reflection.
(3) By adopting an action research plan for the improvement of one’s teaching quality.
(4) By designing regular demonstration lessons conducted at each school.
(5) By designing regular demonstration lessons conducted in partnership with
schools in your district.
2. Individual training
How valuable do you consider the following individual training activities? Please
mark as: “very valuable”, “valuable”, “somewhat valuable”; “not so valuable”, “of no
value”.
(1) Participating in the optional training programs provided by the local training
center(s).
(2) Participating in the conferences and/or seminars of academic societies or groups.
(3) Making conference presentations and/or publishing in academic journals.
(4) Planning and managing activities of an academic society or group as an executive
member.
(5) Participating in extension programs provided by universities or graduate schools
outside of working hours.
(6) Attending regular courses as an auditor at universities or graduate schools outside
of working hours.
(7) Attending English classes at a private institute outside of working hours to
improve one’s English ability.
(8) Getting a high score on an English proficiency test(s) such as STEP, TOEIC, or
TOEFL.
(9) Participating in demonstration lessons and/or workshops on teaching materials
held at one’s school.
(10) Having one’s classes open for observation at all time and always trying to
improve one’s way of teaching by accepting criticism or comments from colleagues
or supervisors.
(11) Conducting action research individually or in cooperation with one’s colleague(s).
(12) Having overseas PD experiences or opportunities during vacation.
(13) Taking a correspondence course of a university or a graduate school overseas.
(14) Taking part in the activities to study, develop, and compile textbooks and
supplementary materials.
Ⅳ Competence stages of English teachers
Here is a can-do list for English teachers. On condition that English teachers are
divided into four competence stages – novice, apprentice, practitioner, and expert or
mentor –, what stage do you think each descriptor is most appropriate for?
(1) I can understand the requirements set in the Course of Study.
(2) I can conduct lessons and various activities taking account of yearly and
term-by-term aims.
(3) I can make use of my PD experiences, accept feedback from my peers, and build
them into my teaching.
(4) I can modify my teaching based on feedback from the learners.
(5) I can identify the problems of learners and of my way of teaching, and conduct
action research.
(6) I can observe my peers and offer them constructive feedback.
(7) I can design and provide a range of listening activities appropriate to the needs and
interests of the learners.
(8) I can design and provide activities based on listening strategies.
(9) I can use English in giving classroom instructions
(10) I can demonstrate how to carry out tasks which require interaction.
(11) I can ask appropriate questions in English following the development of
paragraphs.
(12) I can promote learner activation of their background knowledge of a lesson topic
by using English
(13) I can ask questions which help learners infer the meanings of difficult and/or
unfamiliar words from the context.
(14) I can foster learners’ sociolinguistic English usage in writing.
(15) I can help learners exchange information in English by writing letters and/or
using the Internet.
(16) I can assess myself and improve my teaching.
(17) I can evaluate and select valid assessment procedures appropriate to learning
aims and objectives, and provide feedback for further improvement.
.
(18) I passed STEP pre-1st or 1st grade, or received a score of 730 or 550, on TOEIC or
TOEFL (PBT), respectively.
(19) I can understand and make full use of the basic 2000 English words used in the
vocabulary definition section of Longman dictionaries.
(20) I can conduct a lesson including communicative activities by using English
without the help of an ALT.
(21) I can play my role in pair teaching with an ALT and control the class.
(22) I can promote and facilitate independent learning.
B. Survey Results
Ⅰ In-service English teacher training
1. Training systems
(1) Training provided periodically beside every-ten-year and
#
%
15
46.9
For designated individuals only
1
3.1
Optional
2
6.3
Compulsory
14
43.8
Total
32
100
license renewal training as stipulated by MEXT.
Not providing
(2)Regular training held every year at the training center.
#
%
Not providing
4
12.5
2
6.3
25
78.1
1
3.1
32
100
#
%
19
59.4
planning
1
3.1
Optional
12
37.5
Total
32
100
#
%
Optional
Compulsory
Total
(3) Training designed in cooperation with universities or graduate
schools in your district.
Not providing
(4) Training of English language skills designed in cooperation
with private educational institutes.
Unknown
Not providing
1
3.1
25
78.1
6
18.8
32
100
#
%
Optional
Total
(5) On-site training using demonstration lessons and/or class
Not providing
4
12.5
2
6.3
23
71.9
3
9.4
32
100
Optional
Compulsory
Total
(6) On-site training using demonstration lessons and/or class
observations undertaken in partnership with schools in your
#
%
district.
Not providing
5
15.6
planning
3
9.4
6
18.8
15
46.9
3
9.4
Total
32
100
(7)
#
%
Optional
Compulsory
Training at the MA course of graduate schools.
Unknown
1
3.1
14
43.8
7
21.9
Optional
10
31.3
Total
32
100
(8)
#
%
Not providing
15
46.9
13
40.6
4
12.5
Total
32
100
(9)
#
%
Not providing
Overseas training for a certain period of time.
Optional
Online training.
Unknown
1
3.1
22
68.8
planning
1
3.1
1
3.1
Optional
7
21.9
32
100
Not providing
Total
２．Training programs
(1) Programs on new theories and techniques of English teaching
methodology.
#
%
Unknown
1
3.1
Novice
3
9.4
Practitoner
5
15.6
11
34.4
Apprentice/Practitoner
4
12.5
Practitoner/Expert or Mentor
6
18.8
All stages
2
6.3
32
100
#
%
Novice/Apprentice
Total
(2) Workshops on how to enhance the effectiveness of teaching in
the classroom.
Unknown
1
3.1
Novice
3
9.4
Apprentice
1
3.1
Practitoner
1
3.1
20
62.5
3
9.4
1
3.1
Novice/Practitoner
1
3.1
All stages
1
3.1
32
100
#
%
Novice/Apprentice
Total
(3) Programs on the effective use of textbooks and other teaching
materials.
Unknown
1
3.1
Novice
6
18.8
Apprentice
1
3.1
22
68.8
1
3.1
All stages
1
3.1
32
100
Novice/Apprentice
Total
(4) Programs on the skills to design and produce learning
materials appropriate for their learners.
#
%
Unknown
1
3.1
Novice
1
3.1
Apprentice
2
6.3
Practitoner
2
6.3
Expert or Mentor
1
3.1
Novice/Apprentice
9
28.1
11
34.4
3
9.4
All stages
1
3.1
Apprentice/Expert or Mentor
1
3.1
32
100
#
%
Total
(5)
Programs on teaching methods of four skills of English
language.
Unknown
1
3.1
Novice
5
15.6
Practitoner
1
3.1
18
56.3
3
9.4
2
6.3
Novice/Practitoner
1
3.1
All stages
1
3.1
Total
32
100
(6)
#
%
Novice/Apprentice
Programs to enhance English communicative ability of teachers.
Unknown
1
3.1
Novice
1
3.1
Apprentice
2
6.3
Practitoner
1
3.1
13
40.6
8
25
2
6.3
Novice/Practitoner
2
6.3
All stages
2
6.3
32
100
Novice/Apprentice
Total
(7) Programs to enhance the effectiveness of tem-teaching with an
ALT (assistant language teacher).
#
%
Unknown
1
3.1
Novice
2
6.3
Apprentice
2
6.3
16
50
8
25
Novice/Practitoner
3
9.4
32
100
#
%
Novice/Apprentice
Total
(8) Programs on how to foster autonomous learning of English
language.
Unknown
1
3.1
Novice
2
6.3
Apprentice
3
9.4
Expert or Mentor
1
3.1
Novice/Apprentice
7
21.9
10
31.3
5
15.6
Novice/Practitoner
2
6.3
All stages
1
3.1
Total
32
100
(9)
#
%
Programs on how to foster international understanding.
Unknown
1
3.1
Novice
1
3.1
Apprentice
2
6.3
Practitoner
3
9.4
Novice/Apprentice
6
18.8
14
43.8
2
6.3
Novice/Practitoner
1
3.1
All stages
1
3.1
Apprentice/Expert or Mentor
1
3.1
32
100
Total
(10) Programs on the counseling skills regarding learning process
and independent learning.
#
%
Unknown
2
6.3
Novice
1
3.1
Apprentice
2
6.3
Practitoner
1
3.1
Expert or Mentor
1
3.1
Novice/Apprentice
6
18.8
7
21.9
11
34.4
1
3.1
32
100
#
%
All stages
Total
(11) Programs on the methods of testing and assessment of
learning.
Unknown
1
3.1
Novice
1
3.1
Practitoner
3
9.4
Novice/Apprentice
6
18.8
12
37.5
6
18.8
Novice/Practitoner
2
6.3
All stages
1
3.1
32
100
#
%
Total
(12) Programs on how to make learners more aware of the value
and benefit of English learning.
Unknown
1
3.1
Novice
4
12.5
Apprentice
1
3.1
Practitoner
1
3.1
15
46.9
6
18.8
1
3.1
Novice/Practitoner
2
6.3
All stages
1
3.1
32
100
Novice/Apprentice
Total
(13) Programs on the effective use of computers and other
educational devices.
#
%
Unknown
2
6.3
Novice
2
6.3
Apprentice
2
6.3
Practitoner
1
3.1
Novice/Apprentice
8
25
12
37.5
2
6.3
Novice/Practitoner
1
3.1
All stages
2
6.3
32
100
#
%
Total
(14) Programs on the guidance for entrance examinations
conducted by invited instructors from cram schools.
Unknown
6
18.8
Novice
2
6.3
Apprentice
1
3.1
Practitoner
4
12.5
Novice/Apprentice
4
12.5
9
28.1
5
15.6
All stages
1
3.1
32
100
#
%
Total
Ⅱ License renewal training and assessment for English teachers
(1) License renewal training should include practical elements
useful for the improvement of one’s classroom teaching.
Unknown
2
6.3
Unacceptable
3
9.4
Acceptable
27
84.4
Total
32
100
(2) Some elements of the training curricula should be optional.
#
%
Unknown
2
6.3
Unacceptable
6
18.8
Acceptable
24
75
Total
32
100
(3) Completion of license renewal training should be contingent on
regular attendance of designated seminars, workshops, etc.
#
Unknown
%
2
6.3
Unacceptable
14
43.8
Acceptable
16
50
Total
32
100
#
%
(4) Many in-service teachers should participate in designing the
curriculum of the license renewal course.
Unknown
2
6.3
Unacceptable
7
21.9
Acceptable
23
71.9
Total
32
100
#
%
(5) A preliminary review system should be set up. If warranted by
the results of the preliminary review, a participant should be
allowed to be exempted from taking the entire course or part of the
course related to his or her subject area.
Unknown
3
9.4
Unacceptable
4
12.5
Acceptable
25
78.1
Total
32
100
#
%
(6) The license renewal course should focus on practical teaching
knowledge and skills useful in the everyday classroom context.
Unknown
2
6.3
Unacceptable
5
15.6
Acceptable
25
78.1
Total
32
100
#
%
(7) Demonstration lessons or class observations should be included
in the syllabus.
Unknown
2
6.3
Unacceptable
4
12.5
Acceptable
26
81.3
Total
32
100
(8) The renewal application process and participation in the
license renewal course should be permitted two years before
#
%
license expiration.
Unknown
2
6.3
Unacceptable
5
15.6
Acceptable
25
78.1
Total
32
100
#
%
(9) Sessions focusing on practical aspects of teaching should be
taught by experienced teachers.
Unknown
3
9.4
Unacceptable
9
28.1
Acceptable
20
62.5
Total
32
100
#
%
(10) Standards of approval and assessment for license renewal
should be based upon consultations with in-service teachers and
should be publicly accessibl
Unknown
2
6.3
Unacceptable
2
6.3
Acceptable
28
87.5
Total
32
100
#
%
(11) Appraisals of teachers of English should be based on diverse
criteria, including English ability, pedagogical competence, record
of professional development, and job performance.
Unknown
2
6.3
Unacceptable
3
9.4
Acceptable
27
84.4
Total
32
100
#
%
(12) Professional competencies or standards for teachers should be
specific.
Unknown
2
6.3
Unacceptable
4
12.5
Acceptable
26
81.3
Total
32
100
(13) Adjustment to the workload should be implemented for those
requiring license renewal-related training and with other
#
%
professional development needs.
Unknown
2
6.3
Unacceptable
11
34.4
Acceptable
19
59.4
Total
32
100
#
%
Ⅲ Assessment of training for English teachers
1.
Assessment of training
(1)
By
assessing
one’s
academic
track
record,
including
publications, presentations, mentoring experience and training
background numerically.
Unknown
1
3.1
Impossible
3
9.4
I cannot judge this evaluation
13
40.6
Possible
15
46.9
Total
32
100
#
%
(2) By making use of a portfolio containing a check list of
self-assessment, training record, and reflection.
Unknown
1
3.1
Impossible
2
6.3
7
21.9
Possible
22
68.8
Total
32
100
#
%
(3)
By adopting an action research plan for the improvement of
one’s teaching quality.
Unknown
1
3.1
Impossible
1
3.1
9
28.1
Possible
21
65.6
Total
32
100
(4)
By designing regular demonstration lessons conducted at
each school.
#
%
Unknown
1
3.1
3
9.4
Possible
28
87.5
Total
32
100
#
%
(5)
By designing regular demonstration lessons conducted in
partnership with schools in your district.
Unknown
1
3.1
Impossible
5
15.6
11
34.4
Possible
15
46.9
Total
32
100
#
%
2. Individual training
(1) Participating in the optional training programs provided by the
local training center(s).
Unknown
1
3.1
Not very valuable
1
3.1
Somewhat valuable
9
28.1
12
37.5
9
28.1
32
100
#
%
Valuable
Very valuable
Total
(2)
Participating in the conferences and/or seminars of academic
societies or groups
Unknown
1
3.1
Of no valuable
1
3.1
Not very valuable
1
3.1
Somewhat valuable
10
31.3
Valuable
13
40.6
6
18.8
32
100
Very valuable
Total
(3)
Making conference presentations and/or publishing in
academic journal
#
%
Unknown
2
6.3
Not very valuable
1
3.1
Somewhat valuable
5
15.6
Valuable
11
34.4
Very valuable
13
40.6
Total
32
100
#
%
(4)
Planning and managing activities of an academic society or
group as an executive member.
Unknown
2
6.3
Not very valuable
4
12.5
Somewhat valuable
9
28.1
14
43.8
3
9.4
32
100
#
%
Valuable
Very valuable
Total
(5)
Participating in extension programs provided by universities
or graduate schools outside of working hours.
Unknown
2
6.3
Not very valuable
2
6.3
Somewhat valuable
11
34.4
Valuable
11
34.4
6
18.8
32
100
#
%
Very valuable
Total
(6)
Attending regular courses as an auditor at universities or
graduate schools outside of working hours.
Unknown
1
3.1
Not very valuable
2
6.3
Somewhat valuable
12
37.5
Valuable
10
31.3
7
21.9
32
100
Very valuable
Total
(7)
Attending English classes at a private institute outside of
working hours to improve one’s English ability.
#
%
Unknown
1
3.1
Not very valuable
4
12.5
Somewhat valuable
11
34.4
Valuable
10
31.3
6
18.8
32
100
#
%
Very valuable
Total
(8)
Getting a high score on an English proficiency test(s) such as
STEP, TOEIC, or TOEFL.
Unknown
1
3.1
Not very valuable
2
6.3
Somewhat valuable
3
9.4
18
56.3
8
25
32
100
#
%
Valuable
Very valuable
Total
(9)
Participating in demonstration lessons and/or workshops on
teaching
materials held at one’s school.
Unknown
1
3.1
Somewhat valuable
5
15.6
Valuable
16
50
Very valuable
10
31.3
Total
32
100
#
%
(10)
Having one’s classes open for observation at all time and
always trying to improve one’s way of teaching by accepting
criticism or comments from colleagues or supervisors.
Unknown
1
3.1
Somewhat valuable
3
9.4
Valuable
8
25
Very valuable
20
62.5
Total
32
100
(11)
Conducting action research individually or in cooperation
with one’s colleague(s).
#
%
Unknown
2
6.3
Not very valuable
1
3.1
Somewhat valuable
2
6.3
Valuable
10
31.3
Very valuable
17
53.1
Total
32
100
#
%
(12)
Having overseas PD experiences or opportunities during
vacation.
Unknown
1
3.1
Of no valuable
1
3.1
Not very valuable
5
15.6
12
37.5
Valuable
6
18.8
Very valuable
7
21.9
32
100
#
%
Somewhat valuable
Total
(13)
Taking a correspondence course of a university or a graduate
school overseas.
Unknown
1
3.1
Not very valuable
4
12.5
12
37.5
Valuable
8
25
Very valuable
7
21.9
32
100
#
%
Somewhat valuable
Total
(14)
Taking part in the activities to study, develop, and compile
textbooks and supplementary materials.
Unknown
1
3.1
Somewhat valuable
9
28.1
16
50
6
18.8
32
100
Valuable
Very valuable
Total
Ⅳ Competence stages of English teachers
(1) I can understand the requirements set in the Course of Study.
#
Unknown
%
1
3.1
19
59.4
Apprentice
6
18.8
Practitioner
3
9.4
Expert or Mentor
2
6.3
All stages
1
3.1
32
100
#
%
Novice
Total
(2) I can conduct lessons and various activities taking account of
yearly and term-by-term aims.
Unknown
1
3.1
Novice
8
25
Apprentice
10
31.3
Practitioner
11
34.4
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
#
%
Total
(3) I can make use of my PD experiences, accept feedback from my
peers, and build them into my teaching.
Unknown
1
3.1
Novice
15
46.9
Apprentice
11
34.4
Practitioner
4
12.5
All stages
1
3.1
Total
32
100
(4) I can modify my teaching based on feedback from the learners.
#
%
Unknown
1
3.1
Novice
11
34.4
Apprentice
13
40.6
Practitioner
6
18.8
All stages
1
3.1
32
100
Total
(5) I can identify the problems of learners and of my way of
teaching, and conduct action research.
#
%
Unknown
1
3.1
Novice
3
9.4
Apprentice
9
28.1
Practitioner
17
53.1
Expert or Mentor
1
3.1
All stages
1
3.1
Total
32
100
(6) I can observe my peers and offer them constructive feedback.
#
%
Unknown
1
3.1
Novice
5
15.6
Apprentice
11
34.4
Practitioner
12
37.5
Expert or Mentor
2
6.3
All stages
1
3.1
32
100
#
%
Total
(7) I can design and provide a range of listening activities
appropriate to the needs and interests of the learners.
Unknown
2
6.3
Novice
9
28.1
Apprentice
13
40.6
Practitioner
7
21.9
All stages
1
3.1
32
100
#
%
Total
(8) I can design and provide activities based on listening
strategies.
Unknown
1
3.1
Novice
1
3.1
Apprentice
16
50
Practitioner
12
37.5
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
Total
(9)
I can use English in giving classroom instructions.
#
Unknown
%
1
3.1
24
75
Apprentice
5
15.6
Practitioner
1
3.1
All stages
1
3.1
32
100
#
%
Novice
Total
(10)
I can demonstrate how to carry out tasks which require
interaction.
Unknown
1
3.1
Novice
2
6.3
Apprentice
14
43.8
Practitioner
10
31.3
Expert or Mentor
4
12.5
All stages
1
3.1
32
100
#
%
Total
(11)
I can ask appropriate questions in English following the
development of paragraphs.
Unknown
1
3.1
Novice
9
28.1
Apprentice
17
53.1
Practitioner
3
9.4
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
#
%
Total
(12)
I can promote learner activation of their background
knowledge of a lesson topic by using English.
Unknown
2
6.3
Novice
5
15.6
Apprentice
9
28.1
Practitioner
14
43.8
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
Total
(13)
I can ask questions which help learners infer the meanings
of difficult and/or unfamiliar words from the context.
#
%
Unknown
1
3.1
Novice
3
9.4
Apprentice
12
37.5
Practitioner
13
40.6
Expert or Mentor
2
6.3
All stages
1
3.1
Total
32
100
(14) I can foster learners’ sociolinguistic English usage in writing.
#
%
Unknown
1
3.1
Novice
5
15.6
Apprentice
14
43.8
Practitioner
9
28.1
Expert or Mentor
2
6.3
All stages
1
3.1
32
100
#
%
Total
(15)
I can help learners exchange information in English by
writing letters and/or using the Internet.
Unknown
1
3.1
13
40.6
Apprentice
9
28.1
Practitioner
8
25
All stages
1
3.1
32
100
#
%
Novice
Total
(16)
I can assess myself and improve my teaching.
Unknown
1
3.1
Novice
5
15.6
Apprentice
15
46.9
Practitioner
9
28.1
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
Total
(17)
I can evaluate and select valid assessment procedures
appropriate to learning aims and objectives, and provide
#
%
feedback for further improvement.
Unknown
1
3.1
Novice
4
12.5
Apprentice
12
37.5
Practitioner
14
43.8
1
3.1
32
100
#
%
All stages
Total
(18)
I passed STEP pre-1st or 1st grade, or received a score of 730
or 550, on TOEIC or TOEFL (PBT), respectively.
Unknown
1
3.1
13
40.6
Apprentice
6
18.8
Practitioner
9
28.1
Expert or Mentor
2
6.3
All stages
1
3.1
32
100
#
%
Novice
Total
(19) I can understand and make full use of the basic 2000 English words
used in the vocabulary definition section of Longman dictionaries.
Unknown
1
3.1
Novice
17
53.1
Apprentice
11
34.4
Practitioner
1
3.1
Expert or Mentor
1
3.1
All stages
1
3.1
32
100
#
%
Total
(20)
I can conduct a lesson including communicative activities by
using English without the help of an ALT.
Unknown
1
3.1
Novice
9
28.1
Apprentice
15
46.9
Practitioner
6
18.8
All stages
1
3.1
32
100
Total
(21)
I can play my role in pair teaching with an ALT and control
the class.
#
%
Unknown
1
3.1
Novice
4
12.5
Apprentice
17
53.1
Practitioner
9
28.1
All stages
1
3.1
32
100
#
%
Total
(22)
I can promote and facilitate independent learning.
Unknown
1
3.1
Novice
3
9.4
Apprentice
9
28.1
Practitioner
15
46.9
Expert or Mentor
3
9.4
All stages
1
3.1
32
100
Total
C.
Analyses
2.2 Regarding training programs
(1) Components of the factor analysis for the first choice
1
2
3
4
5
0.882
0.116
0.146
-0.018
-0.053
0.627
0.211
0.133
0.118
-0.169
0.400
-0.119
0.005
-0.117
0.244
0.061
0.889
0.077
-0.145
0.306
0.037
0.687
-0.187
0.191
-0.191
(7-1) Programs to enhance the effectiveness of
tem-teaching with an ALT (assistant language
teacher).
(6-1) Programs to enhance English communicative
ability of teachers.
(3-1) Programs on the effective use of textbooks
and other teaching materials.
(4-1) Programs on the skills to design and produce
learning materials appropriate for their learners.
(14-1) Programs on the guidance for entrance
examinations conducted by invited instructors
from cram schools.
(8-1) Programs on how to foster autonomous
learning of English language.
(1-1) Programs on new theories and techniques of
English teaching methodology.
(12-1) Programs on how to make learners more aware of
the value and benefit of English learning.
(2-1) Workshops on how to enhance the
effectiveness of teaching in the classroom.
(9-1) Programs on how to foster international
understanding.
(13-1) Programs on the effective use of computers
and other educational devices.
(11-1) Programs on the methods of testing and
assessment of learning.
(10-1) Programs on the counseling skills regarding
learning process and independent learning.
(5-1) Programs on teaching methods of four skills
of English language.
0.475
0.492
0.226
0.142
0.147
0.177
0.353
-0.237
0.241
0.096
0.384
-0.077
0.802
0.027
-0.128
0.166
-0.057
0.721
0.066
0.313
-0.031
0.017
0.662
0.188
-0.199
-0.010
-0.052
0.081
0.746
-0.309
0.362
0.307
0.244
0.608
0.359
-0.345
0.379
0.317
0.555
0.035
-0.046
0.100
-0.060
-0.070
0.613
1
2
3
4
0.855
0.120
-0.055
-0.015
0.819
0.145
-0.075
0.117
0.690
0.167
-0.034
0.214
0.604
-0.216
0.546
0.160
0.240
0.853
0.191
-0.133
0.008
0.780
0.119
0.127
Principal Factor Method with Varimax Rotation
(2) Components of the factor analysis for the second choice
(10-2) Programs on the counseling skills regarding
learning process and independent learning.
(13-2) Programs on the effective use of computers and
other educational devices.
(14-2) Programs on the guidance for entrance
examinations conducted by invited instructors from cram
schools.
(1-2) Programs on new theories and techniques of English
teaching methodology.
(2-2) Workshops on how to enhance the effectiveness of
teaching in the classroom.
(12-2) Programs on how to make learners more aware of
the value and benefit of English learning.
(9-2) Programs on how to foster international
0.495
0.621
-0.063
-0.051
-0.020
0.617
0.037
0.589
-0.258
0.149
0.869
0.102
-0.047
-0.039
0.849
0.013
0.115
0.268
0.761
-0.065
0.038
0.079
-0.062
0.747
0.301
-0.202
0.180
0.738
0.120
0.543
0.016
0.556
１
２
３
４
５
.691
-.033
.149
.052
.200
.685
.318
.188
.236
.013
.664
.098
.372
.102
.241
.587
.231
.342
.045
-.137
.511
.188
.177
.089
.305
.153
.724
.154
-.026
.101
-.054
.716
.306
.382
.140
.116
.698
.233
-.235
.077
understanding.
(7-2) Programs to enhance the effectiveness of
tem-teaching with an ALT (assistant language teacher).
(3-2) Programs on the effective use of textbooks and other
teaching materials.
(5-2) Programs on teaching methods of four skills of
English language.
(4-2) Programs on the skills to design and produce
learning materials appropriate for their learners.
(11-2) Programs on the methods of testing and assessment
of learning.
(8-2) Programs on how to foster autonomous learning of
English language.
(6-2) Programs to enhance English communicative ability
of teachers.
Principal Component Analysis with Varimax Rotation
4. Competence Stages of English teachers
(1) Results of Factor Analysis with Promax Rotation
Items
Factors
(9) I can use English in classroom instructions.
(8) I can design and provide activities based on listening
strategies.
(11) I can ask appropriate questions in English
following the development of paragraphs.
(7) I can design and provide a range of listening activities
appropriate to the needs and interests of the learners.
(6) I can observe my peers and offer them constructive
feedback.
(17) I can evaluate learners’ performance in a
professional way and provide feedback for further
improvement.
(22) I can promote and facilitate independent learning.
(21) I can play my role in team teaching with an ALT
and control the class.
(5) I can identify the problems of learners and of my
way of teaching, and conduct action research to find the
.452
.623
.095
.112
.405
.288
.386
.229
.371
-.364
.328
.373
-.002
.134
-.008
.193
.146
.712
.033
.186
.358
.408
.621
.127
-.186
.337
.272
.610
.224
-.114
.169
.194
.606
.136
-.017
.293
-.109
.538
.395
.286
.252
-.086
.035
.878
.097
-.008
.075
.129
.673
.046
-.017
.428
.458
.489
.335
.375
.071
.291
.467
.037
.182
.229
-.037
.031
.820
.202
.066
.177
.418
.594
solutions.
(12) I can help learners infer the content or ideas for
today’s lessons from their background knowledge of a
lesson topic by using English.
(10) I can demonstrate how to carry out tasks which
require interaction.
(20) I can conduct a lesson including communicative
activities by using English without the help of an ALT.
(13) I can ask questions which help learners infer the
meanings of difficult and/or unfamiliar words from the
context.
(14) I can teach writing by keeping appropriateness in
English functions and situations.
(15) I can help learners exchange information in
English by writing letters and/or using the Internet.
(19) I can understand and make full use of the basic
2000 English words used in the vocabulary definition in
dictionaries.
(1) I can understand the requirements set in the Course
of Study.
(18) I passed STEP pre-1st or 1st grade, or received a
score of 730 or 550, on TOEIC or TOEFL (PBT),
respectively.
(16) I can assess my teaching and improve it.
(2) I can conduct lessons and various activities taking
account of yearly and term-by-term aims.
(4) I can modify my teaching based on feedback from
the learners.
(3) I can make use of my PD experiences, accept
feedback from my peers, and build them into my
teaching.
(2) Comparison between appropriate stages and responses
Notes: The highlighted columns are items selected as appropriate descriptors with over 40%
agreement.
N = novices, A = apprentices, P = practitioners, M = mentors or experts
Items
1
2
3
4
5
6
7
8
9
10
11
Stages
N
A
N
A
M
P
A
P
N
A
P
# of respondents
19
10
15
13
1
12
13
12
24
14
3
%
63
37
50
43
3
40
43
40
80
47
10
Novices (N)
19
8
15
11
3
5
9
1
24
2
9
%
63
27
50
37
10
17
30
3
80
7
30
Apprentices (A)
6
10
11
13
9
11
13
16
5
14
17
%
20
33
37
43
30
37
43
53
17
47
57
Practitioners (P)
3
11
4
6
17
12
7
12
1
10
3
%
10
37
13
20
57
40
23
40
3
33
10
Mentors (M)
2
1
0
0
1
2
0
1
0
4
1
%
7
3
0
0
3
7
0
3
0
13
3
Total number
30
30
30
30
30
30
30
30
30
30
30
Total %
100
100
100
100
100
100
100
100
100
100
100
Items
12
13
14
15
16
17
18
19
20
21
22
Stages
P
M
M
N
A
A
A
A
P
A
P
# of respondents
14
2
2
13
15
12
6
11
6
17
15
%
47
7
7
43
50
40
20
37
20
57
50
Novices (N)
5
3
5
13
5
4
13
17
9
4
3
%
17
10
17
43
17
13
43
57
30
13
10
Apprentices (A)
9
12
14
9
15
12
6
11
15
17
9
%
30
40
47
30
50
40
20
37
50
57
30
Practitioners (P)
14
13
9
8
9
14
9
1
6
9
15
%
47
43
30
27
30
47
30
3
20
30
50
Mentors (M)
1
2
2
0
1
0
2
1
0
0
3
%
3
7
7
0
3
0
7
3
0
0
10
Total number
30
30
30
30
30
30
30
30
30
30
30
Total %
100
100
100
100
100
100
100
100
100
100
100
Chapter 2
A. Questionnaire on Initial Teacher Education
I. About the English Teaching Methodology (TESOL) Courses
1. Number of students in each of the courses offered
Course Title
Availability
Number
of
Classes
Credits per
Course
Number of Registered
Requirement
Students
Status
Offered
e.g.：TESOL I
Ye s・No
○
3 classes
2 credits
re○
qu ired
20 + 25 + 30 = total 75
・
elective
TESOL I
Yes・No
classes
credits
required ・ elective
TESOL II
Yes・No
classes
credits
TESOL III
Yes・No
classes
credits
TESOL IV
Yes・No
classes
credits
Others：
Yes・No
classes
credits
2. Please circle the teaching style you follow most closely.
① Lecture only
②
Seminar style
③ Lecture + seminar style
④ Other:
3. Do you require the students to write a lesson plan?
4. Do you have your students do microteaching?
[Yes・No]
[Yes・No]
5. Those who answered [Yes] in 4 above:
Please describe the “microteaching” you have your students do (how long, how
often, video-recording, etc.)
6. Those who answered [No] in 4 above:
Please write down the reasons for not having your students do “microteaching”.
7. Do you video-record the students’ microteaching?
[Yes・No]
8. Those who answered [Yes] in 7 above: How do you use the recordings?
9. Those who answered [No] in 7 above: Please write down the reasons for not videorecording.
10. Please circle the content area(s) you emphasize in your class.
①
theories of language acquisition ② individual differences of students
③
professionalism of teachers
④ instruction of the four skills
⑤
writing teaching materials
⑥ testing and evaluation
⑦
using educational equipment
⑧ history of language teaching & learning
⑨
early English education
⑩ theories of leaning objectives
⑪ the course of study for foreign languages ⑫ Other:
11. How long is the teaching practicum?
school: (
Junior high school (
weeks)
High
weeks)
II. About the Overall Initial Teacher Education Curriculum
12. Required number of credits on English related subjects : [
13. Required number of credits on ITE related subjects: [
credits]
credits]
14. Does your program offer courses that specifically develop communicative abilities
in English? [Yes・No]
15. Does your program have an English proficiency prerequisite for the following
subjects? (e.g., TOEIC 700, Step Level 2)
A. TESOL [Yes・No]
B. (
)
C. Teaching Practicum [Yes・No]
)
D. (
16. Does your program offer special courses for teaching English at the elementary
school level?
[Yes・No]
III. Other
17. Does your program have collaborative partnerships with local or affiliated schools?
[Yes・No]
IV. Personal Information
18. Your affiliation
[A. private , B. public]
19. Teaching experience at the secondary level [A. Yes , B. No]
20. Number of years teaching TESOL classes
[
years]
Please provide your coordinates, if you wish to receive the survey results.
Name:
Affiliation:
Would you be willing to take part in a follow-up study?
[Yes・No]
B. Survey Results
１．Comparison of 1998 Survey Results and 2008 Survey Results
1.1 About the Methodology Course Instructors
Table 1: Teaching Experience in the Secondary Schools
Teaching Experience
1998
2008
YES
83.1%
73%
NO
15.5%
18%
No Answer
1.4%
9%
Table 2: Length of Teaching the Course and Teaching Experience in the Secondary
Schools (2008)
With Teaching
Without Teaching
Experience
Experience
Under 5 years
30.7%
6.0%
0.0%
5-10 years
21.7%
5.0%
3.0%
11-15 years
8.9%
1.0%
3.0%
16-20 years
3.9%
1.0%
1.0%
21-25 years
0.0%
2.0%
0.0%
Over 26 years
3.9%
0.0%
0.0%
No Answer
3.9%
3.0%
2.0%
Total
73.0%
18.0%
9.0%
1.2 About the English Teaching Methodology Course
(1) Number of Registered Students
Table 3:
Average
1998
2008
Under 10 Ss
3.4%
26.8%
11∼20 Ss
22.3%
31.6%
No Answer
21∼30 Ss
16.9%
14.2%
31∼40 Ss
20.9%
12.6%
41∼50 Ss
14.2%
5.8%
51∼80 Ss: 14.9%
51∼60Ss: 4.7%
Over 81 Ss: 6.8%
Over 61 Ss: 1.1%
0.7%
3.2%
No Answer
(2) The Format of the Course
Table 4:
Course Format
1998
2008
Lecture Only
12.1%
6.0%
Seminar-style
17.6%
9.0%
Reading English Text
2.0%
--*
Lecture + Seminar
16.9%
74.0%
Lecture + Microteaching
15.5%
--
Others
35.8%
9.0%
No Answer
0.0%
2.0%
* -- indicates that the item was not included in the 2008 survey
(3) The Focus of the Course
Table 4:
The Focus of the Course
1998
2008
instruction of the four skills
86.5%
82.2%
history of methodology
41.9%
49.5%
theories of language acquisition
(0.6%)
42.6%
writing teaching materials
44.6%
39.6%
the course of study for foreign languages
--
36.6%
individual differences of students
37.8%
34.7%
professionalism of teachers
32.4%
32.7%
testing and evaluation
17.6%
18.8%
objectives
36.5%
17.8%
FLES
--
15.8%
educational tools & equipment
6.8%
8.9%
Others
25.1%
15.8%
(4) Writing Lesson Plans
Table 5:
Writing Lesson Plans
1998
2008
YES
86.5%*
96.0%
NO
?
3.0%
No Answer
?
1.0%
Microteaching
1998
2008
YES
(26.3%)*
92.0%
NO
?
6.0%
No Answer
?
2.0%
２．About Microteaching
Table 6:
３．Video-taping of Microteaching
Video-taping of Microteaching
Yes
No
40%
53%
No Answer
7%
４．Overall ITE curriculum
4.1 Courses that develop communicative abilities in English
Courses that develop communicative abilities
Yes
No
50%
40%
No Answer
10%
in English
4.2 English proficiency prerequisites
(1) Prerequisites for a teaching methodology course
Prerequisites for a method course
Yes
No
12%
82%
Yes
No
19%
75%
No Answer
6%
(2) Prerequisites for practice teaching
Prerequisites for practice teaching
No Answer
6%
4.3 Special courses for teaching English at the elementary school level
Courses for teaching English at elementary schools
Yes
No
38%
56%
No Answer
6%
4.4 Collaborative partnerships of schools and ITE providers
Partnerships between schools and ITE providers
Yes
No
63%
32%
No Answer
5%
Chapter 4
The following summaries are made from the documents related to accreditation and
responsibilities of ITT providers.
Entities wishing to be an ITT providers should meet the secretary of state’s accreditation
criteria established by the TDA.
1
Potential new providers should submit the outline and full proposals that address each of
the assessment criteria.
・Rationale, aims and objectives
・Partnership with schools
・Accommodation, facilities and resources
・Recruitment of trainees
・Structure and content of the training
・Assessment of trainees
・Quality assurance of the training programme
・Management and staffing
・Financial administration
The TDA has a statutory function to accredit and fund providers of ITT who can demonstrate
that they will satisfy the Secretary of State’s criteria for ITT.
The TDA uses information about the
quality and efficiency of provision, obtained from the Office for Standards in Education (Ofsted).
The TDA also works with providers to improve the quality of all routes into teaching, particularly
by supporting the preparation of improvement plans.
ITT providers can get help from provider link advisers (PLAs) who work with ITT providers
on the areas of recruitment, funding and development.
Currently (in 2008) twelve PLAs are in
post nationally, with their names and e-mail addresses listed on the TDA web page.
Provider link advisers:
・support providers’ effort to recruit and train sufficient teachers with focus on priority subjects,
phases and diversity.
・support providers who are experiencing difficulties in securing trainee placements in schools.
・work with providers and local stakeholders within a region to develop strategies to ensure more
schools provide ITT placements and opportunities for career exploration.
・gather regional intelligence to inform policy development.
・disseminate key messages from the TDA and examples of good practice.
2
ITT requirements
All ITT providers must ensure all of the following:
(1) Entry requirement
・That all entrants have achieved a standard equivalent to a grade C in the GCSE examination in
English and mathematics, and that all who intend to train to teach pupils aged 3-11 additionally
have achieved a standard equivalent to a grade C in the GCSE examination in a science subject.
・That, in the case of graduate QTS courses of initial teacher training, all entrants hold a first degree
of a United Kingdom higher education institution or equivalent qualification1.
・That all entrants have been subject to a Criminal Records Bureau enhanced disclosure check
and/or any other appropriate background check.
・That all entrants as part of the provider’s selection procedure, have taken part in an interview
designed to assess their suitability to teach.
・That all entrants:
a.
have the intellectual and academic capabilities needed to meet the required QTS Standards;
b. possess the appropriate qualities, attitudes and values expected of a teacher;
c.
can read effectively and are able to communicate clearly and accurately in Standard English;
d. have met the Secretary of State’s requirements for physical and mental fitness to teach.
(2) Training requirements
・That the content, structure, delivery and assessment of training are designed to enable trainee
teachers to demonstrate that they have met all of the QTS Standards.
・That provision is of at least satisfactory quality.
・That they provide a range of suitable training resources to enable trainee teachers to demonstrate
that they have met all of the QTS Standards.
・That their training provision takes account of trainees’ individual training needs.
・That their training provision ensures equality of access to training for all trainees.
・That all those who are recommended for QTS are informed about the statutory arrangements for
the induction of newly qualified teachers, and have been supported in preparing for these.
・That they prepare all trainee teachers to teach across two or more consecutive age ranges selected
from the following:
Foundation stage (ages 3-5)
School years 1-2 (ages 5-7)
・That training programmes are designed to provide trainees with sufficient time being trained in
schools and/or other settings to enable them to demonstrate that they have met the QTS
Standards.
This means they would normally be structured to include the following periods to
be spent in training in schools or other settings.
A four year undergraduate QTS programmes
160 days (32 weeks)
A two or three year QTS undergraduate
120 days (24 weeks)
programme
A secondary graduate QTS programme
120 days (24 weeks)
A primary graduate QTS programme
90 days (18 weeks)
Employment based schemes
Determined by the training programme
・Each trainee teacher must have taught in at least two schools prior to recommendation for the
award of QTS.
(3) Management and quality assurance
・That partners establish a partnership agreement setting out the roles and responsibilities of each
other.
・That partners work together to contribute to the selection, training and assessment of trainees
against the QTS Standards.
・That their provision complies with TDA’s current accreditation criteria and all current legislation
relevant to initial teacher training, such as that relating to equality and discrimination.
・That rigorous internal and external moderation procedures are in place to assure the reliability,
accuracy and consistency of assessments of trainees against the QTS Standards.
・That they monitor and evaluate all aspects of provision and demonstrate how these contribute to
securing improvements in quality.
・ITT providers must ensure that graduate, registered, overseas-trained teacher and Teach First
programmes comply with General Conditions for the Graduate, Registered, Overseas-Trained
Teacher and Teach First (ITT Element) Programmes in addition to the Secretary of State’s
current requirements for initial teacher training.
3
Secretary of State’s Criteria
The following criteria are specified by the secretary of state in accordance with regulation 15
(2) of the Education Regulations 1999, as amended by the Education (Teachers’ Qualification and
Health Standards) (England) (Amendment) (No.3) Regulations 2001.
The potential new provider (PNP) must demonstrate in its proposal that:
A. It will meet the secretary of state’s current requirements for the provision of initial teacher
training (ITT).
・trainees meet the stated requirements for entry to an ITT course,
・all aspects of the training and assessment meet the stated requirements,
・the training is based on a strong partnership with schools, and
・all the requirements for quality assurance are met.
B. It plans to offer training that will enable trainees to achieve the standards required for qualified
teacher status (QTS):
・the content of the training programme is closely matched to the standards required for QTS,
・trainees are rigorously assessed against each of the standards required for QTS.
C. It will provide training of high quality and ensure continuing improvement:
・among the schools to be involved there is proven expertise in ITT,
・all involved are committed to high-quality training,
・all aspects of the training programme are evaluated regularly and rigorously, and
・the outcome of quality assurance procedures are used systematically to bring about improvements.
D. It can present a convincing rationale for its provision of ITT which:
・meets an identified demand for training places in a geographical area for a particular age range/or
subject, and does not duplicate existing provision,
・meets an identified need for teachers in a region or for particular subjects or age-phase specialisms,
or
・adds to the diversity of choice available or attracts applications from groups that are currently
under-represented in the teaching profession.
E. It will have a management structure that will ensure the smooth operation of the training
programme:
・roles of individuals and the functions of groups and committees are clearly defined throughout the
training partnership,
・staff are selected with the relevant experience and expertise,
・there are staff development plans for those contributing to the training, and
・trainees are assured access to suitable accommodation, facilities and resources.
F. It will be financially viable and have detailed systems and procedures for financial
management:
・provision for financial control are secure and efficient,
・responsibilities for different functions are demarcated, with clear lines of accountability, and
・procedures ensure that best value is secured in the expenditure of TDA funding.
G. The Training and Development Agency for Schools (TDA）is satisfied that the proposed
provision:
・represents an efficient use of its resources, particularly in relation to ensuring good-quality
provision, and
・will help maintain a desirable balance between school-centered and other courses.
Criteria that lead to a consideration of withdrawal of accreditation
The following criteria are specified by the secretary of state in accordance with regulation 15
(3) of the Education Regulations 1999.
The TDA will consider withdrawal of the accreditation of a provider:
・where there is evidence of an accredited institution’s non-compliance with the secretary of state’s
current requirements, and/or
・where a provider ceases to run all courses in ITT.
4
Development of a higher quality standard for teacher training institutions
The Centre for Enterprise (CFE) for the Learning and Skills Council has created the Training
Quality Standard’s framework to develop a new higher standard for the certification of training
providers, including those previously recognized as Centres of Vocational Excellence.
The Standard was developed with the intention of driving through a cultural change in the
delivery of training and development.
This starts with the assessment framework’s focuses on two
linked but ultimately very different delivery of competences:
Part A is intended to respond to the
needs of employers as individual customers, and Part B is intended to develop and deploy products
to address particular sector needs.
Part A .
Responsive providers:
・have a strategy for working with employers based on the market including clearly defined
objectives. They take actions to ensure that their aims and approaches are communicated to
appropriate stakeholders (Strategy).
・manage their people and resources to ensure that they have the scale and quality they need to meet
employers’ expectation(Fundamentals).
・manage employers’ enquiries to understand their needs and identify the right solutions (Respond).
・deliver training solutions through clear communication and adaptive management of progress and
emerging issues (Deliver).
・relate to employers, by following up after delivery and building lasting relationships (Relate).
・comprehensively measure and achieve satisfaction and impact for the employers they work with
(Perform).
Part B. Providers having sectoral expertise:
・have a strategy for working with the sector based on the market including clearly defined
objectives. They take actions to ensure that their aims and approaches are communicated to
appropriate stakeholders (Strategy).
・engage in dialogue with employers and stakeholders in their sectors and sharing of good practice
(Understand).
・deploy products and services to meet employer needs, supported by the content, people and
resources able to meet industry expectations (Deploy).
・cause improving results or sustained good performance in the areas defined in their strategic
objectives (Perform).

2008 Annual report: Developing English Teacher Competencies

Transcription

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