Orchid, Olympic ParkTel
Encouraging Teacher Learning Through Process-Oriented ELT Teacher Training

All teacher training programs are premised on the belief that every teacher is a learner. For any genuine learning to take place, however, the learner, first of all, has to want to learn. How can ELT teacher training programs, therefore, motivate teacher learning? I argue in this paper that using the process approach is one answer to the question. I shall begin by defining the process approach in relation to its theoretical underpinnings, i.e., the learning theory and the language teaching theory on which it is based. Then I shall proceed to describe its design and procedures. In illustrating its procedures, I shall use examples from recent ELT teacher training initiatives in the Philippines in which I have been directly involved as project co-ordinator/director and trainer. My conclusion will discuss some preliminary findings about the effects of this training approach on the personal and professional development of English trainee teachers. 
 

Following this overview, participants will be involved in activities designed to enhance their understanding of the concepts introduced. They will have the opportunity to discuss research topics that interest them and to work through some steps involved in framing research questions and selecting appropriate methodologies. A series of short tasks will be used to involve them in data analysis using quantitative and qualitative techniques.