Teacher Training SIG is for anyone involved in the training and professional development of ELT teachers. Contact Elena Astapova

The processes of language teacher education refer to the ways in which the knowledge base is conceptualized and operationalized in teacher preparation and professional development. This theme will examine: program design; curriculum models; teacher assessment; organization of instruction; field experiences; observation/supervision; self-study of practice.

2-level training course, Shymkent (2007)

Course participants have successfully accomplished the 2- level training course on communicative learning/teaching and use of web-technology in the classroom to develop autonomous learner. T. Letyaikina with a group of trainees

The participants developed new knowledge in teaching EFL such as task-based and computer-based learning to use in the EFL teaching/learning and students’ leadership skills.

2 trainees presented their teaching materials based on the use of computer technologies at school seminars; 4 participants conducted demonstration lessons with the use of Smart Board and multimedia class, 1 of which was transmitted throughout the country via internet; 1 participant conducted a workshop on the use of wikispace at literature class and 1 demonstrated her materials at CATEC 2008 in Almaty. At the classes as well as on web platforms students demonstrated great desire at doing tasks on computers and Smart board and learning was more effective and productive. Students had more chances to express themselves, took active part in exchanging information on-line and become aware of new language phenomenon.

Course participants were given some tasks and guidelines to conduct action research on practices of cognitive approach and computer-based teaching/learning. More detailes are in the report on 2-level training_2007_TESh.

South Kazakhstan Region training course project, August 2005

“TESh”, the Teachers’ Association in Shymkent in accordance with the decision of the Executive Committee and as a follow-up activity of the NATEK conference set up a South Kazakhstan Region training course for 15 rural and urban teachers in August, 22-27.

The objective of the course was to raise teachers’ awareness of shift to the problem-solving and task-based teaching/learning. Another concern of the training was to develop skills and techniques that enable teachers to design and evaluate form-focused and meaning focused tasks and projects, which relate to learners’ styles and needs. Teachers have been equipped with the task implementation factors, such as planning strategies and methodological procedures. At the same time they have been trained how to set guiding questions to let students discover the use of specific linguistic features and negotiate meaning in the process of communicating in the task or problem. Finally, teachers demonstrated diverse types of tasks and took a written exam.