Orchid, Olympic ParkTel
Encouraging Teacher Learning Through Process-Oriented ELT Teacher
Training
Ma. Luz C. Vilches
Ateneo de Manila University, Philippines
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.
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