NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ926893
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1949-3533
Teacher Professional Development in the Era of Hermes
Bibila, Stavroula
TESOL Journal, v2 n1 p91-102 Mar 2011
The cooperative development discourse framework (Edge, 2002) has traditionally been used to help individuals-who-teach explore and improve their teaching practice by speaking openly and nondefensively to one of their colleagues, who will refrain from judging and evaluating them. This article presents the rewards of establishing such a nonjudgemental exchange, this time, for the people acting as attentive listeners (i.e., the Understanders, in the framework's terminology). While engaging in cooperative development, Understanders are presented with the opportunity to develop a critical consciousness (Freire, 1973) of themselves as individuals-who-teach and to sharpen their ability to suspend their values, beliefs, and assumptions regarding the English language teaching world, as part of the process of learning to handle "otherness" in a respectful and empathetic way. (Contains 1 table and 1 figure.)
Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=1997&DID=12258
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A