Wright – “Trainer Development” – LTE & PD through
CTL3024
In regards to “Trainer Development,” by Tony Wright, I agree that professional activity development has three transitional components, which includes: Level 1 – Language Teaching in the Classroom, Level 2 – Language Teacher Education, and Level 3 - Trainer Development.
In regards to the tasks we have been completing in CTL3024, our virtual and online classroom, I’ve had the opportunity to collaboratively discuss with my peers, while drawing on my personal and educational experiences.
I concur with Vilches (2003), that “Teacher Training” programs do equip instructors with further tools to better practice in LTE, as she discusses her experiences and the transition from Teacher to Teacher Educator, which is a rigorous three stage program. (pg.104)
I also agree with Davis and Worley (1979) that Language Teacher Education involves the ‘exchange’ of our successful teaching practices, which gives us the opportunity to ‘learn’ about its complexities. (pg.105)
Moreover, by sharing comments and responses in our online community, I have explicitly and implicitly gained further knowledge into practice, theorists and theory related to SLTE.
Furthermore, I appreciate the benefits and the value of this course, as there is also a field work component, which will help me to further develop my experiences in SLTE.
As a result, through metacognition, observations and critical thinking, I have had the opportunity to further form my praxis and reflect on my educational philosophy.
Overall, as the course proceeds, I am finding many opportunities to continue to self-reflect, by renewing my theoretical knowledge and practice.
I am very thankful to have gained great insight from our CTL3024 class, as we are implementing the
approaches to ‘Teacher Training’ established by Wallace (1991) in regards to our professional LTE (pg.105).
In regards to the tasks we have been completing in CTL3024, our virtual and online classroom, I’ve had the opportunity to collaboratively discuss with my peers, while drawing on my personal and educational experiences.
I concur with Vilches (2003), that “Teacher Training” programs do equip instructors with further tools to better practice in LTE, as she discusses her experiences and the transition from Teacher to Teacher Educator, which is a rigorous three stage program. (pg.104)
I also agree with Davis and Worley (1979) that Language Teacher Education involves the ‘exchange’ of our successful teaching practices, which gives us the opportunity to ‘learn’ about its complexities. (pg.105)
Moreover, by sharing comments and responses in our online community, I have explicitly and implicitly gained further knowledge into practice, theorists and theory related to SLTE.
Furthermore, I appreciate the benefits and the value of this course, as there is also a field work component, which will help me to further develop my experiences in SLTE.
As a result, through metacognition, observations and critical thinking, I have had the opportunity to further form my praxis and reflect on my educational philosophy.
Overall, as the course proceeds, I am finding many opportunities to continue to self-reflect, by renewing my theoretical knowledge and practice.
I am very thankful to have gained great insight from our CTL3024 class, as we are implementing the
approaches to ‘Teacher Training’ established by Wallace (1991) in regards to our professional LTE (pg.105).