Cambridge English Teaching Framework as a means for consistent language teachers’ professional development

Скорочена інформація про документ
dc.contributor.authorSadovets, O.
dc.date.accessioned2021-02-21T14:35:56Z
dc.date.available2021-02-21T14:35:56Z
dc.date.issued2020
dc.description.abstractThe paper concerns an important issue of language teachers’ professional development, namely its consistent, logical and effective organization and implementation which is especially urgent in view of new professional development policy that is being introduced in developing countries, a so-called “accumulative system of professional development hours/credits”. Due to it teachers received more freedom in selection of professional development forms, activities, places but frequently they chaotically choose available professional development forms without thorough consideration of their effectiveness and usefulness. It has been defined that teachers need some direction to move on their development. In this respect special attention should be paid to Cambridge University which has elaborated Cambridge English Teaching Framework (CETF) according to which teachers’ professional development organization and consistent implementation is fulfilled. It outlines categories of teachers’ professional development (Learning and Student; Teaching, Learning and Assessment; Language Abilities, Language Knowledge and its Awareness for Teaching; Professional Development and Values) and stages of their professionalism (Foundation, Developing, Proficient and Expert). It has been substantiated that this framework can be used by developing countries to optimize and rationalize language teachers’ professional development. Using this framework, teachers can determine the category and the stage of their current professional development and understand what their next goal in this process is. Besides, Cambridge University team has elaborated professional development activities for each category and stage organized into 4 groups: 1) methodical videos; 2) printed matter; 3) teachers’ self-development such as search of new methods of teaching, attendance of conferences, seminars, webinars, downloading resources etc.; 4) enrolling into educational courses elaborated for each stage and level of professionalism.uk_UA
dc.identifier.citationSadovets O. Cambridge English Teaching Framework as a means for consistent language teachers’ professional development / O. Sadovets // Comparative Professional Pedagogy. – 2020. – № 10 (2-3). – P. 64-72.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/9985
dc.language.isoenuk_UA
dc.publisherKhmelnytskyi National Universityuk_UA
dc.subjectlanguage teacheruk_UA
dc.subjectprofessional developmentuk_UA
dc.subjectCambridge Universityuk_UA
dc.subjectCambridge English Training Frameworkuk_UA
dc.subjectcategory of teacher professional developmentuk_UA
dc.subjectstage of teacher professionalismuk_UA
dc.subjectlanguage teachinguk_UA
dc.titleCambridge English Teaching Framework as a means for consistent language teachers’ professional developmentuk_UA
dc.typeСтаттяuk_UA
Файли
Контейнер файлів
Зараз показуємо 1 - 1 з 1
Ескіз
Назва:
3.pdf
Розмір:
293.15 KB
Формат:
Adobe Portable Document Format
Опис:
Завантажити
Ліцензійна угода
Зараз показуємо 1 - 1 з 1
Назва:
license.txt
Розмір:
4.26 KB
Формат:
Item-specific license agreed upon to submission
Опис:
Завантажити
Зібрання
ППП - 2020 рік