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"This book gives a voice to English language teachers faced with
the challenges posed by English language curriculum change. As a
core component of national state system curricula in virtually
every country in the world, there has nevertheless been little
research exploring how the millions of English teachers worldwide
navigate the challenges posed by such curriculum changes. This
volume includes eleven stories from teachers based across every
continent, providing a global glimpse of how national English
curriculum change projects have been experienced by classroom
teachers who are commonly (if erroneously) viewed as mostly
responsible for its implementation success or failure. The final
chapter synthesises these experiences and suggests wider
implications for the development of curriculum change planning
processes, and how they might better support teachers' attempts to
achieve curriculum goals. Edited and authored by leading experts in
the field, this ground-breaking collection will be of interest to
students and scholars of English language teaching, teacher
education, curriculum change and education policy."
This book presents an in-depth study of an educational change at a
time of extreme socio- political adjustment in Hungary during the
1990s. It looks in detail at the change process, and in particular
at how the expected outcomes of the change needed to be constantly
adjusted over time in response to the ever altering local and wider
contexts in which it was situated. It illustrates the wide range of
micro and macro factors that influence any change process. These
range from the beliefs, feelings and behaviours of the individuals
charged with its implementation, to the changes in the wider
geo-political environment that affected its funding and
continuation. It thus provides a detailed case study of the manner
in which one educational institution in Central Europe tried to
adapt to the very different social and political realities of the
post-communist era. While the experiences detailed are of course
unique to the people, time and place within which they are
situated, many of the issues raised are potentially of wider
relevance to the leadership and management of educational changes
in other contexts.
This book highlights the current ideas about the what, why and how
of educational change and what these suggest about the essential
issues that change policy makers and planners need to consider. It
analyses international case studies of change initiatives to
illustrate how the change process can be affected when such issues
are insufficiently acknowledged or ignored. Finally the book
introduces a number of key questions for educational change
practitioners to consider when they find themselves responsible for
the planning and/or implementation and/or monitoring of changes
within an institution, a locality or a region. Educational change
scenarios, from change within a single institution to local
implementation of a national change, are used to show how answers
to these questions can help change planners to closely match their
implementation processes to their local contextual realities. >
This book is a rich resource for all those who support the learning
of teachers. These teachers of teachers (ToTs) may find themselves:
Being responsible for staff development within the context of a
school; Running a one-off workshop or a longer in-service
programme; Teaching university-based elements of an initial teacher
preparation (ITP) programme; or Mentoring a trainee during the
classroom based elements of their ITP or as part of an ongoing
programme of inservice provision. Based on many years of experience
in the field as ToTs and researchers, the authors provide
strategies which support the following processes and practices:
Designing and planning effective programmes to support teacher
learning Planning sessions or sequences of sessions on such
programmes Engaging in a one-to-one mentoring process Assessing
teachers and their learning Managing your personal development as a
ToTs
Arguably the whole point of education is to effect change in what
people know and are able to do. Globalization has contributed to a
common perception worldwide of the need to introduce changes to the
teaching and learning of languages. The success of many attempts to
do so has been limited by insufficient consideration of
implementation contexts. Understanding Language Classroom Contexts
explores and illustrates how what happens in any (language)
classroom is influenced by (and can be an influence on) the
contexts in which it is situated. A clear understanding of these
influences is thus the starting point for planning effective
change. The book considers many visible and invisible features of
the multiple layers of any context, and provides a framework for
understanding the types of factors that may influence whether
changes (planned by a teacher or externally initiated) are likely
to be successful. The book will help teachers (and educational
managers or change planners outside the classroom) to understand
why their classrooms are as they are and so to make informed
decisions about what can or cannot (or not easily) be changed, and
suggests how any changes might be appropriately managed.
This is a valuable resource for educational change practitioners
worldwide who are responsible at any level for the planning,
implementation and monitoring of changes within an institution.
This book will be of value to educational change practitioners
worldwide who are responsible at any level for the planning and/or
implementation and/or monitoring of changes within an institution,
a locality or a region. These will include: regional, provincial,
city or district level educational planners and administrators
tasked with leading the implementation of national educational
change policy in their area; leaders/heads of department in
educational institutions at all levels who are responsible for
planning and monitoring the implementation of in their
institutional/departmental environment; and, classroom teachers
interested in finding out how a change process in which they are
participating might be better managed and supported, and how they
could help themselves to cope with it better.These will also
include: trainers/teacher educators who are responsible for
planning, designing and teaching courses intended to introduce
classroom teachers and/or educational administrators to the
rationale for, and implications for practice of, a national
educational change; and, staff in government departments or NGOs
worldwide who are responsible for making decisions about funding
and/or planning and/or implementing educational aid initiatives, or
for training staff who (are going to) lead/work on such
initiatives.
Arguably the whole point of education is to effect change in what
people know and are able to do. Globalization has contributed to a
common perception worldwide of the need to introduce changes to the
teaching and learning of languages. The success of many attempts to
do so has been limited by insufficient consideration of
implementation contexts. Understanding Language Classroom Contexts
explores and illustrates how what happens in any (language)
classroom is influenced by (and can be an influence on) the
contexts in which it is situated. A clear understanding of these
influences is thus the starting point for planning effective
change. The book considers many visible and invisible features of
the multiple layers of any context, and provides a framework for
understanding the types of factors that may influence whether
changes (planned by a teacher or externally initiated) are likely
to be successful. The book will help teachers (and educational
managers or change planners outside the classroom) to understand
why their classrooms are as they are and so to make informed
decisions about what can or cannot (or not easily) be changed, and
suggests how any changes might be appropriately managed.
This book is a rich resource for all those who support the learning
of teachers. These teachers of teachers (ToTs) may find themselves:
Being responsible for staff development within the context of a
school; Running a one-off workshop or a longer in-service
programme; Teaching university-based elements of an initial teacher
preparation (ITP) programme; or Mentoring a trainee during the
classroom based elements of their ITP or as part of an ongoing
programme of inservice provision. Based on many years of experience
in the field as ToTs and researchers, the authors provide
strategies which support the following processes and practices:
Designing and planning effective programmes to support teacher
learning Planning sessions or sequences of sessions on such
programmes Engaging in a one-to-one mentoring process Assessing
teachers and their learning Managing your personal development as a
ToTs
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