Sessions / Professional Development
Present Like a Pro #847
No matter where people work, there is a good chance they will be asked to give a presentation at some point. For academics/teachers, they are expected to present their research at conferences and while most are very knowledgeable in their subject areas, many have had little formal training in modern presentations. Therefore, many academics present in a way that is counterproductive to the aim of presentations, i.e. the accurate and efficient transmission of concepts, ideas, and information in a way that enables the audience to retain the content of the presentation afterwards. This session aims to address this issue by looking at the five pillars of presentations-Advance Planning, Appropriate Content, Advantageous Structure, Amazing Design, and then finish with Awesome Delivery - these are what I call the 5A's of professional presenting. After this session, attendees should see a major difference in how audiences react to their presentations.
The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.
This presentation reports on the findings of a qualitative study of secondary EFL teachers’ oral corrective feedback (CF) before and after a professional development program. Data included interviews, reflections, and observations pre- and post-training. This study found that the participants changed their CF beliefs and practices considerably after taking part in the programme. The study suggests that teachers’ feedback beliefs and practices can be changed by workshops accompanied by appropriate follow-up teacher learning activities.
In an age of misinformation, “fake news,” and “alternative facts,” peer review aims to empower people to “filter the noise” and identify legitimate scholarship, but does it also inadvertently impede the publication of quality research? This presenter will describe her successes and challenges during four peer review processes in the field of ELT. Her conflicting experiences raise questions about the extent to which peer review facilitates inclusivity in the professional community of ELT scholarship.
Student evaluations of teaching (SET) have become a fundamental component of evaluating faculty effectiveness in higher education. Recent initiatives by MEXT have put pressure on universities to publicly display student evaluations of teaching. This presentation explains evaluation questions and explores the connection between SET scores and student perceptions of learning by sharing research findings on known biases like student motivation, class size, gender, and background knowledge.
The presenter will explain about voluntary peer observation. For this type of observation, the person being observed not only volunteers but also can be in control of the process. The presentation will include a scheme for voluntary peer observation and a description of an observation done in this format. A form will be distributed that can be used to communicate information to an observer about an observation that has been planned.
This talk will share the findings of a study on EFL teacher associations in terms of their teacher development strategies for their members. How the associations and the members operate as a community of practice in a reciprocal relationship, how the growth of one side impacts that of the other will be highlighted. How the social capital builds through the reciprocity in the community will also be discussed.
Duoethnography is a qualitative research method in which two researchers use their life histories as a lens through which to study a given topic. In this forum, the presenters will first introduce the research method, and then provide examples of projects carried out using duoethnography based on chapters from a recently published book. The presentations will explore duoethnography as a research method, a vehicle for reflection, and as a form of project-based learning.
This presentation analyzes demographic data of attendees of the 2019 PanSIG conference as a case study to follow-up a 2018 survey about who attends JALT conferences and why. Analysis compares conference data with JALT membership demographics. The data provides evidence and information about ways JALT can improve access to conferences and thereby widen the demographics of attendees. Greater participation in conferences is one step to creating a more vibrant and inclusive language teaching community.
Teacher wellbeing is not an optional extra element but the foundation of good practice. In this talk, we will explore the factors that contribute to positive teacher wellbeing focusing on aspects of the contexts and communities that can hinder or inhibit professional growth and job satisfaction. The talk will include practical suggestions for individuals and institutions to reflect upon including relationships, communication, autonomy, self-efficacy, and boundaries.
Have you ever found yourself in a situation where you were a silent or non-majority participant in your school, in meetings, or other professional communities? In this presentation, we will look at approaches to leadership drawing from examples in executive presence (EP), collaborative leadership (CL), and others. Navigating our positions as women in Japanese work environments will be highlighted as we explore new leadership paths together.
This research explores teacher cognition of language learning and teaching beyond the classroom and provides insights into teacher learning processes during an inquiry into student learning from an ecological perspective. The development of teacher beliefs, their subsequent actions in teaching, and their reconceptualization of their roles are examined using a multiple case study design involving narrative and thematic analyses of multiple data sources, mind map drawings, semi-structured interviews, and reflective journal entries by the researcher.
This presentation examines the advantages and difficulties of EFL teachers learning beginner level French as a soft approach to teacher development. The presenters are the teacher, a student, and the class administrator. Using student questionnaires and testimonials, they highlight the students’ successes (team bonding, insights into student motivation, and practical teaching ideas), and challenges (time commitment, conflicting schedules, and frustration at the class level). Lastly, they discuss how these challenges may be addressed.
International teaching assistants (ITAs) are unique to North American higher education and have enriched educational experiences on university campuses despite linguistic, pedagogical, and cultural challenges they may face in the target culture. This paper introduces ITA education in US universities and describes its development, common issues raised and corresponding training areas such as pragmatic competence necessary for ITAs to deliver academic content in English effectively. It discusses implications for English as a medium of instruction (EMI) in Japan and beyond.
Podcasting is a tool for continuing professional development in the ELT community, with participation seen as a sustainable “teacher network” option. Drawing upon the presenters’ experiences of podcast production, as well as surveying other projects in the field, this practical session will introduce attendees to ways of engaging in podcasts for professional development purposes. The audience will have the chance to reflect on a variety of formats and discuss wider applications for podcasting in ELT.
What really goes on in MEXT’s secondary school English Communication classes? The analysis of one teacher’s choices, through systemic-functional theory (SFT) and legitimation code theory (LCT), in their use of space, gaze, and gesture, along with discursive and lexicogrammatical choices in language, can show how they foreclose and create cumulative knowledge building (Maton, 2014). Based upon this examination, the speaker will close with thoughts on possible future directions for research and teaching.
New educational conditions in a context of Covid-19 have required teacher reflection on how learning can be effectively supported. This qualitative study examined how teachers had adapted practices to support student engagement and learning. Data were collected via one-to-one semi-structured interviews with 10 teachers. Using a thematic analysis, the examination uncovered variability in teaching experiences, perceptions on learning, and professional development needs. The variability among teachers may be insightful and may resonate with other teachers.
Japan’s Ministry of Education has identified professional development (PD) as necessary for innovating its education system (Murakami, 2019). However, effective PD must be context-specific (Guskey, 2003; Kinugawa & Tachi, 2003; Richards, 2010). This presentation shares three years of feedback on PD conducted for lecturers at a Japanese university. The perceived value of PD opportunities depended on many factors. The presenter will address the affordances and challenges in creating PD programs while demonstrating this program’s evolution.
A panel of teacher-researchers will discuss their experiences designing and implementing action research in the Japanese EFL university context. Topics include exploratory practice in a reading and writing class, learner reflections on leadership skills in group work, providing optimum scaffolding for reading circles, and addressing learner reticence to speak English in the classroom. Discussants will share reflections on receiving guidance from an expert researcher, group meetings, project design, ethical practices, and classroom experiences.
This longitudinal study keeps track of five novice elementary school teachers who received a yearlong preservice EFL teacher preparation program and reveal how they try to “apply the teaching methods they were trained to use” (Farrell, 2012, p. 447) in their school contexts.
During the pandemic a lot of changes have happened in the professional development of teaching professionals in tertiary education. All around the world, teaching professionals were asked to upskill or reskill in certain skills, that they did not necessarily need prior to the pandemic. This research will address which were the most essential skills that teaching professionals had to upskill or reskill in the Gulf region (KSA, UAE, Oman, Bahrain, and Kuwait).
This workshop will go over a developed professional development (PD) course on the use of G Suite tools. I designed this PD to realize the start of a professional learning community (PLC) at my school. A PLC was the method settled on to retain tech knowledge at our school even when teachers leave. They first needed, though, to be trained on the best use, and in some cases, the basic use of the tech in their classes.
This presentation examines the institutional issues affecting universities seeking to redesign their current English education curricula through a case study of one faculty in Tokyo. Particularly important issues the faculty dealt with included restrictions on curriculum changes for accreditation purposes and changes in the labor laws affecting staffing choices. Discussion of these issues will be followed by practical advice on how best practices in curriculum design can be implemented effectively given such institutional restrictions.
Are you ready to be a teacher trainer? Is teacher training simply just teaching others how to teach, sharing your knowledge and experience? Have you been asked to train other teachers simply because you have been teaching longer than others? Good trainers are good teachers in the classroom, but not all good teachers can be good trainers. This is an interactive workshop focusing on andragogy for current and future English teacher trainers.
Despite the increasing prevalence of English Medium Instruction (EMI) courses in universities in Japan, little is known about the competencies required to teach these courses successfully. Through semi-structured interviews with university instructors who have taught EMI courses, I examined the difficulties faced by them, competencies they need to have, and professional development and additional support they wish to receive to run EMI courses effectively.