Compiling Instructors' Perceptions of Learners' Deficiencies: A Problem-Centered Approach to In-Service Training and Language Program Development.

Autor/in	Cumming, Alister
Titel	Compiling Instructors' Perceptions of Learners' Deficiencies: A Problem-Centered Approach to In-Service Training and Language Program Development.
Quelle	(1984), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Applied Linguistics; Classroom Techniques; Curriculum Development; English (Second Language); Faculty Development; Higher Education; Individualized Instruction; Inservice Teacher Education; Intensive Language Courses; Learning Problems; Peer Counseling; Problem Based Learning; Problem Solving; Program Administration; Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Lehrerfortbildung; Intensivkurs; Sprachkurs; Lernproblem; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	An approach to language program administration attempted to integrate three factors: communicative syllabus use, in-service faculty development, and collective decision-making on techniques for implementing instruction with specific student groups. The approach was devised for a university program of non-credit intensive academic English courses. The students in the program were a heterogeneous group with a wide variety of characteristics and needs, and the syllabus was undeveloped. The procedure involved teachers' identifying specific student learning problems from classroom behavior, circulating the information to colleagues for comments and instructional strategy suggestions, and discussing the problems in regular meetings. After an initial six-month period, an informal consensus regarding teachers' perceptions of student problems was reached, and a wide variety of relevant teaching techniques or behaviors for classroom interaction had been implemented. Faculty in a similar program at another university also reviewed the information, and the results closely approached the original faculty group's ideas. This approach to faculty development has the advantages of integrating professional growth into the administrative decision-making process and of being managed by the program staff itself. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC