Topic: Technology and Innovation | Teacher education
Presenter: Ben Beaumont
Presentation details
What we know about teaching and learning, as well as expectations about what teachers need and should know in order to be effective practitioners, has changed a great deal since the world’s first international TESOL diploma began being offered by Trinity College London in 1968. Considering some of these key developments and changes, this presentation will look afresh at Shulman’s seminal conceptualisation of different forms of teacher knowledge, evaluating them in terms of what teachers were taught and how they were assessed then, comparing this with how teacher knowledge and skills are currently taught and assessed in different global contexts.
Moving onto the academic and interactional needs of learners, and some of society's associated needs, I will suggest adaptations to what and how teachers are currently taught and to how higher education institutions and assessment organisations can help meet these needs by using assessments that are learner centred and also have both construct and content validity. Narrowing the focus to English language teaching, I will then share practical suggestions that show how refined, context-based assessment can not only provide a framework for effective teacher learning and positive washback, but also enable opportunities for professional development that progresses into a teacher’s professional practice.
With authentic examples taken from recent innovations in English language teacher assessment, this session aims to reinvigorate conversations around the focus and purpose of teacher education in ELT.
About the presenter
Ben is an educator and research who specialises in teacher development in ELT and English-medium contexts.
Having worked in teaching, assessment and training roles in a variety of sectors, Ben is keen to share emergent good practice with peers, helping to support a balanced and contextual approach to teacher development, with the ultimate goal of maximising opportunities for learning.