TTEd SIG PCE Glasgow 2012

The annual IATEFL conference is on March 19th- 23rd in Glasgow this year. The first day (March 19th) is the Pre Conference Events Day. The PCE of TTEd SIG detals are as follows:

This year our theme is  “TEACHER TRAINING AND EDUCATION WORLDWIDE: SHARING EXPERIENCES”. A variety of topics such as;

  • Training the trainers,
  • Distance training
  • Mentoring,
  • Internationalization of TTEd,
  • Teacher development for senior teachers,
  • Teacher Training and Education data basis,
  • Teacher cognition and training,
  • Assessment on Teacher Training

will be discussed. The workshops will be designed around the sharing of issues that affect us in our proffesional lives, and there will be participant presentations which will later be published in the Newsletter.

You can get full information on the conference at as well as registration info  for both the PCEs and the full conference.

Below is this years PCE Event program: 


  • 10.00 – 10.15 Opening remarks  Prof. Dr. Birsen Tütüniş   ( coordinator)
  • 10.15 –  11. 15 Plenary 1              Prof. Dr. Peter Medgyes  ( Cambridge ESOL)

Why won’t the little beasts behave? (Plenary 1)

After nearly twenty years, I returned to the classroom to teach a group of 16-year-olds. I held out for two years before the kids had made mincemeat of me. Why was I unable to cope? Are the kids any worse today than their predecessors were? Anyway, what is classroom discipline? How do you judge the „train → disobey → punish → obey” paradigm? If without discipline there is no effective teaching, why do ELT authors still give this problem short shrift? And why don’t teachers discuss it either? By the way, to which category of teacher do you belong: that of the strict and scary, the firm but fun, or the soft and shaky teacher? How does the reflective teacher view classroom discipline and the problems relating to it?

  • 11. 15 – 11. 45 TEA/COFFEE
  • 11. 45 – 13. 00 Workshop            Prof. Dr. Peter Medgyes  

Why won’t the little beasts behave? (workshop) This workshop will create an open forum for discussing the issues brought up during my plenary. In addition, we shall examine certain forms and causes of disruption, as well as ways in which misbehaviour can be prevented and order restored. The workshop will be seasoned with examples drawn from the diary I kept during my teaching experience.

  • 13.00 –  14.00 LUNCH
  • 14.00 – 15.00 Plenary 2                    Tim  Philips  ( The British Council)

English Teachers Finding Their Feet (Plenary 2) 

This talk will look at issues relating to the development of teachers of English in different contexts at the start of their careers. It will present research and thinking related to questions including what factors influence their attitudes to teaching and their development, how early training influences their development, and what support best helps them develop in these early years.

  • 15.00 – 15.30 TEA / COFFEE
  •  15.30 – 16. 45 Participants’  Voices 

1-    Gerald McIntosh Ukraine The first part of this session will focus on the various combinations of language ability and pedagogical backgrounds which classroom practitioners may have. I will then look at pre-service training scenarios in Ukraine and follow this up by looking at in-service training provisions. The third stage will look at Ukrainian in-service teacher trainer proposals for reforming teacher training in Ukraine and I will finish by suggesting a strategy for implementing large-scale reform.

2-    Nick Cherkas  MENA region Teacher training during and after the Arab Spring

3-    Kalyan  Chattapadhyay, INDIA This talk will give an overview of teacher training from nursery to tertiary levels in India. Next the emerging concerns, and imperatives of Teacher education in India will be addressed. Finally the salient features of the National Curriculum Framework for Teacher Education (2009), and its futuristic implications will be examined. 

4-    Burcu Tezcan-Ünal, TURKEY  What does professional development stand for? Is it attending lots of training sessions or conferences? Maybe, but the needs and the experience of the individual teacher should be considered when deciding on the professional development activity for practicing teachers. This workshop will give tips on customizing professional development activities that specifically serve teachers, learners and the institution best.

 5-    Gabriel Diaz Maggioli, the USA Teacher Training/Education in the Americas:  Programme models of teacher training/education in the Americas are as diverse as the peoples who make up the region. Mainstream teacher training/education for foreign languages an, in particular, TESOL, is generally provided at the Bachelor’s level though it is not rare to find “teachers” whose only qualification is an elementary knowledge of English. However, a trend is emerging across the region where more and more institutions are requiring advanced diplomas in order to enter the profession.   

  •     16.45 –  17. 15  Feedback

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