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This category covers your understanding and practice in the areas of teacher learning, classroom observation, professional development and critical reflection.
In this video Tien, a teacher in Vietnam, explains why he places himself at the Developing stage in the Professional development and values category of the Cambridge English Teaching Framework.
Below is what teachers can do in this category at each of the four stages of the Cambridge English Teaching Framework and suggestions on how to develop further.
Maria has been teaching in a secondary school for six months. She has already been given five classes of 30 learners each and she occasionally feels unconfident in the classroom. When she has time, she plans her lessons the day or evening before, which helps. She is learning a lot by sharing ideas with her more experienced colleagues and by sitting in on their classes when she has time. They also give her feedback, but she finds it hard to change her beliefs, attitudes and instinctive style of teaching, which seem to come from the way she was taught English herself.
Maria is keen to keep up to date with teaching ideas but is unsure where to start. One of her colleagues has mentioned teaching journals, so she’s planning to look online to find out how she could use these to help her with her classes.
She hasn’t had the opportunity to attend many seminars or conferences yet, because it is difficult to rearrange her teaching schedule, but she’d like to in the future. The head of English has suggested she works towards some TKT (Teaching Knowledge Test) modules and she is going to look into this.
Achieve a qualification
Craig is studying for the Young Learner Extension to CELTA as he is about to take on some young learners classes at his language centre. He is keen to improve his teaching skills and has asked some of his colleagues to sit in on his lessons to give him feedback.
He keeps a teaching journal to note down which of his ideas work particularly well in the classroom and enjoys sharing teaching ideas with his colleagues. Doing the Young Learner Extension to CELTA has introduced him to a group of local teachers who he meets up with socially to exchange ideas on coursework. He is hoping to run some young learner workshops for other teachers at his language centre once he’s got his qualification.
Svetlana has been teaching at a university language centre for over 10 years and has a teaching diploma. She is part of a teacher training team at her centre and regularly observes her colleagues, providing feedback on best teaching practice. She watches other teachers’ classes to get new ideas, especially relating to teaching with technology.
She has got Delta Module 1 and is building her coursework portfolio for Module 2. To help her with her coursework, she regularly takes part in teacher development programmes, including workshops, webinars and conferences. She likes to pass on new ideas to her colleagues. She is a member of Cambridge English Teacher and a contributor to a number of LinkedIn discussion groups.
Manus studied abroad for an MA in Teaching English to Speakers of Other Languages (TESOL) and has over 15 years’ teaching experience in a number of different contexts, including a state university and private language schools. He is a university lecturer with management responsibilities, involved in teacher training and curriculum design for new language courses.
He is the Vice President of his national English Language Teachers’ Association and regularly attends and presents at teaching conferences and webinars. He keeps up to date with the latest pedagogical research and subscribes and contributes to a number of specialist English Language Teaching (ELT) journals.
Download the Cambridge English Teaching Framework – Competency statements (PDF)
Download the Cambridge English Teaching Framework – Framework components (PDF)