the importance of networking

Re: Future & the past | Gerry Munzing | September 16th, 2003

Gerry Munzing wrote:

PS: "Teachers need to be trained not to expect their professionalism to reside uniquely within themselves, but rather to realize that it is to a large extent distributed among colleagues. A crucial part of being an effective teacher is to find access to that distributed professionalism, through grassroots organizing, and 'networking,' to use a popular phrase."

Leo van Lier, Interaction in the Language Curriculum, Awarness, Autonomy & Authenticity (1996: 94).

Hi Gerry,

Welcome to the list and hopefully more participants will join in the discussion, as we see now more clearly what an important resource it can be.

Loved your quote in the p.s. and the implications of the importance of collaborating with colleagues and how we can enrich our teaching and our thinking through interaction and seeking out informal networks. Made me think of a paragraph in my DISS that I am now struggling with. Maybe, if you can stand it, I will quote:

Developing the Self leads to increasing professionalism

This approach to Teacher Development is articulated in the title of Bailey, Curtis, and Nunan (2001) as: Pursuing Professional Development with the Self as Source, one of the TeacherSource Series. Professional development is not something that just happens, it must be actively pursued and we teachers are our own sources of renewal and continuance. They define Teacher Development according to Dale Lange (1990: 250) as "a process of continual intellectual, experiential, and attitudinal growth of teachers" as "teachers continue to evolve in the use, adaptation, and application of their art and craft". This development of the art of teaching becomes concrete in Donald Freeman's Preface to the TeacherSource Series (Bailey, Curtis, and Nunan, 2001: ix) where he says that through harmonizing the demands of getting the job of teaching done with seeking to better understand how and why learning in classrooms happens as it does, teachers redefine the territory of their teaching. As we teachers individually articulate these redefinitions with our colleagues, we contribute to the increasing professionalism in the art of teaching."

Bailey, K. Nunan,D & Curtis, A. 2001. Professional Development: The Self as Source. Massachutes: Heinle & Heinle

Lange, D.E. 1990. A Blueprint for teacher development. In Richards, J.C. & Nunan, D. (eds) Second Language Teacher Education, New York : Cambridge University Press

Cheers,

Jenny

Re: Future & the past | Gerry Munzing | September 16th, 2003

Hello Jenny,

It sounds like a fascinating DISS topic. Reading through your paragraph reminded me of the first few pages in the van Lier text which I quoted in my last message.   He has some interesting things to say along the lines of "professional development is not something that just happens."  

This is so true. I can remember the first time when I began to feel a sense of "burn out" with my teaching. Now when I look back at that time, I realize a big part of my negativity was a result of not pursuing professional development. Though, at that moment, I was still in the phase of thinking that teaching would be a temporary thing and that eventually I would move on. Well, I did, from teaching into training, but that was like going from the fire into you know where. But, it pushed me further, and I was able to break out of the routine I had fallen into, and in the long run, began this process of "redefining [my] territory of teaching."  

Best of luck to you with your DISS.   I'm sure that the struggles are a natural part of the process and they will be worth the while when it's all said (written!) and done.

Gerry

Another PS: just for my own context, I'm essentially new to the discussion list, in what part of the world are you and how long have you been working on the MSc?

Re: Future & the past | Jerry Talandis Jr. | September 16th, 2003

Hi Jenny and Gerry,

This is Jerry. I want to contribute to this teacher development discussion because at present I don't have any TD threads in the archive! This will be the first!

Nice to "meet" you, Gerry, and welcome to the program/DL list. Its great to see new names appear. I think you can tell from reading some of the threads in the archive that this is a friendly, intellectually stimulating place. We hope to "see" you here as often as possible.

I also liked that quote at the end of your first message. It reminded me of one of the reasons why I like teaching so much- in order to grow, you've got to learn from and contribute to the community that you're in. We are never alone, and when school teaching departments start resembling miniature fiefdoms, you know things are not going well.

Personally, I believe the dividing line between "me" and "other" is not as clear as it may seem. Below the surface of life is a much richer, more connected reality taking place. Part of me is in all of you, and vice versa, forming a sort of "social body" (in addition to our physical/mental/emotional/spiritual bodies). Therefore, the group helps the individual to grow, and in return, the growing individual enhances the group. "We're all connected" has become something of a cliche, but I think its true. Realizing this is a very exciting process for me. So, in practice, this truth can come out like your quote mentions: teachers being trained to realize and recognize the power of the community.

Thanks for bringing this point up.

Jerry

Re: Future & the past | Jenny de Sonneville | September 17th, 2003

Hi Gerry and Jerry,

To "connect" with what Jerry said: I think he got the two most important aspects of the list: friendly and stimulating. I still find it difficult to know how I should balance the "personal' side with the "meaningful" contributions. This remains an important question.

Since I do not want to appear too chatty, I can neglect to tell anything personal- apologies Gerry, I said nothing about myself. Here goes. I originally come from N Ireland. I now teach in the Netherlands, and have lived and worked in Papua New Guinea, Indonesia, Mozambique and Kenya. I got round to doing my Masters late. There just did not seemed to be time with work and family. I have 2 great sons of 22 and 21- both at university. The advantage of doing it now is that I can tie in the experience that I have built up through the years with the theory.

In October I will have been doing the MSc for 3 years. I did what is not recommended - 3 half modules and at that time they all had assignments! But I was really interested in TD, SLA and LT and did not regret it! I also did IIC, MET, CSD, MAP, and TDA. As I said I am now at the DISS stage.

I mentioned the IATEFL conference in London where Gavin and Nicky were training on-line tutors. There first point was that "the chat" is necessary.   I guess we are social beings and we need to "connect". I also believe, like Jerry, that growing, developing with others is what gives us new energy. In our work situations having good professional and personal relationships can help us avoid stress and prevent burnout. Living in the Netherlands - unlike those of you who live further away- I can occasionally visit Aston and the tutors themselves are a team that values both the professional and the personal aspects of teaching.

I find what Jerry is doing interesting, as I never thought I would contribute much to the list. I thought I am much more a person for face-to-face interaction and I felt skeptical about technology. However, I now see the great potential there is for online communities and for Teacher Development online!

Do hope to "see" more of you joining in.

Best,

Jenny

MSc List Archive & TD | Stephan Hegglin | September 17th, 2003

Hello everyone

Thank you Jenny for taking up a personal perspective. I'm still convinced that the Aston approach stands out among other courses because of its emphasis on Teacher Development. There is so much talk about professionalism and scientific progress that seems so empty if they are not linked to our personal experience. When I think about why I did not give up Aston than it was only for this reason. I tackled every assignment from a personal interest, perspective, or experience. Life seems too short to get only involved into accumulating knowledge.

It might be interesting to know why some of you have not given up despite the workload.

All the best

Stephan
Switzerland

 

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