When I was at IATEFL I decided to use some of my birthday money to buy a couple of books in the sales on the final day. Because of my current role as a CELTA tutor and my move into management as a Director of Studies, I’ve been thinking a lot about professional development recently. I thought it would be a good investment to read some of the literature about it and get a few more ideas about how to help the teachers I work with to continue their development. Here are brief reviews of the two books I bought. Clicking on their titles will take you to Amazon, and I’ll get a few pennies if you decide to buy them via these links.
The Developing Teacher – Duncan Foord
Books in the Delta Teacher Development Series (DTDS) are always easy to read and full of great ideas, and this one was no exception. I saw Duncan speak at IATEFL 2012 and as well as being a good communicator, I got the impression he must be a very good person to work for because he seemed to really care about the people he managed. That care comes across in this book.
Each DTDS book is divided into:
- Section A: a look at the current theory underlying the area being discussed;
- Section B: practical ideas to try out;
- Section C: further areas to explore.
In this case, section B was further divided into five areas of investigation or ‘circles’, moving out from the teacher and gradually involving more and more participants:
- You and your students
- You and your colleagues
- You and your school
- You and your profession
(I don’t have my copy in front of me, so I hope I’ve remembered those correctly!) Each circle starts with a checklist of possible tasks, where the reader is encouraged to identify what they have already done and what they would like to try. This is then followed by a variety of different activities, broken down into the aim, the reason for doing them, and the steps needed to achieve them.
Section C focused on longer term projects, such as how to set up action research. The projects could draw on some of the activities from section B, or be completely independent of them.
Overall, I felt the book would be particularly good for less experienced teachers or for those looking for inspiration to put together a professional development programme, and less so for more experienced teachers. Through the schools I’d worked at and the online development I’ve done, I’d tried most of the ideas already. There are still some I’d like to experiment with, though I can’t recall any specific ones now a few days after I finished it. It will be a useful book to refer back to when I want to try something a bit more unusual for my development.
Professional Development for Language Teachers: Strategies for Teacher Learning – Jack C. Richards and Thomas S. C. Farrell
This is the first book I’ve read from the Cambridge Language Education series, which Jack C. Richards is also the series editor for. It was easier to read than I expected – even though this has been the case with most of the methodology books I’ve read, I’m still pleasantly surprised when they are written in such an accessible way.
It is divided into 12 chapters (again, no copy here so do correct me if I’m wrong!), plus a brief introduction explaining how to use the book. Each chapter focuses on one particular approach to professional development, including:
- Teacher journals
- Critical incidents
- Case studies
- Action research
In each case, a definition is given and the benefits and potential drawbacks of engaging in this kind of development are examined. This is followed by a step-by-step guide to how to approach it. Throughout every chapter there are vignettes to show real-world examples of how they were used by teachers around the world.
I had only heard about the concept of peer coaching from Ela Wassell in the last year, but this book had a different definition of it, seeming to express it as something closer to a form of delegation of training. Critical incidents was a term I’d heard, but didn’t really understand before reading this, and case studies were completely new to me. The information about action research and teacher journals complements Foord’s book, and taking the two together would be a good starting point for anyone wanting to try either of these for their development.
One frustrating thing for me was the lack of a contents page or index, so you have to flick through the book if you want to find a particular section again. The depth of the book was useful to me as an experienced teacher, as was the way that the chapters and ideas fed into each other. For example, critical incidents were suggested as possible fuel for a teacher journal. However, I feel this depth and difficulty of navigation might be off-putting to newer teachers, and they may feel overwhelmed. For them, the suggestions in the book may need to be mediated or introduced chapter by chapter rather than being read in one go as I did.
Having said that, it has given me a lot of ideas for possible professional development sessions over the next couple of years – I just hope I can remember some of them!