Willy C. Cardoso has some interesting (and funny) insights into how we grow as teachers. And while it might apply a bit more to language school teachers than to public school teachers, there’s a lot of truth in it for all of us.
In a recent interview, to be published soon at SEETA, I said:
… how can you possibly measure and grade teacher development? Teacher development is messy, it’s contingent. Moreover, it is highly social and context-bound. Only the idea of ticking those boxes to move up from one level to the other makes me not want to develop. And that’s where the problem is. When you make teacher development a bureaucracy with hierarchies and ‘measurable competencies’, who will genuinely want to do it?
“Providing an international tool for mapping and assessing language teacher competencies … [the Profiling Grid] contains descriptors over three stages of a teacher’s career development, ‘basic’, ‘independent’ and ‘proficient’”
So… Since I’m unhappy with the usual co-opting of ‘development’ which are then ‘housed’ in institutions with a lot of power, I’ll offer my own table.
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