Cambridge English

Knowledge of teaching, training and teacher development

Building skills and areas of knowledge

This category is about the importance of building skills and is defined by three areas of knowledge:

Teaching development
Training development
Teacher development

Below you'll find descriptions of the trainer competencies for these areas across the three stages.

From Teacher to Trainer

Demonstrates a basic range of core principles of effective teaching
Provides rationale for classroom practice based on own experience
Clarifies purpose of a limited range of classroom practice
Gives accurate and appropriate information about language form, meaning and use (e.g. parts of speech, tenses, usage)

Autonomous Trainer

Demonstrates a good range of core principles of effective teaching. Is aware of non-core teaching practices.
Provides rationale for classroom practice based on own and others’ experience
Clarifies purpose of classroom activities with reference to varied lesson frameworks
Gives accurate and appropriate information about different ways of describing language (e.g. grammaticalised lexis rather than lexicalised grammar)

Lead Trainer

Demonstrates a wide range of effective core and non-core teaching principles and practices
Refers to a range of established and current theories underpinning classroom practice
Relates classroom practice to a range of varied theoretical models of learning
Demonstrates knowledge of a range of theoretical models of language description (e.g. discourse analysis, pragmatics, systemic functional linguistics)

From Teacher to Trainer

Acknowledges that it takes time and effort for teachers to change their practice
Acknowledges the challenges involved in changing teaching practice
Knows and uses basic training practices

Autonomous Trainer

Understands basic processes involved in changing teaching practice and provides practical guidance that will help teachers integrate appropriate changes into their practice
Supports teachers in meeting the challenges involved in changing teaching practice
Knows and uses a range of training practices

Lead Trainer

Has a deep understanding of processes involved in changing teaching practice. Makes use of specific techniques to bring to the surface teacher beliefs about teaching and learning to facilitate deep change appropriately in their teaching practice.
Accepts and deals purposefully and empathetically with challenges involved in changing teaching practice, using a range of strategies
Knows and uses a wide range of training practices and approaches

From Teacher to Trainer

Acknowledges that professional development takes different forms and is a career-long process. Provides suggestions of a limited range of teaching resources.
Is aware of external pressures on teachers from education ministries, training activity sponsors, parents and the media
Is aware of key research in teacher development

Autonomous Trainer

Has a broad understanding of the field of teacher development. Provides a wide range of suggestions for courses and resources that can contribute to professional development.
Advises teachers on strategies for dealing with external pressures
Has read a range of teacher development research

Lead Trainer

Has a deep understanding of the specific development needs of individuals. Provides information on long-term development pathways for teachers. Provides an extensive range of resources, including specialisms.
Engages with external pressure agents to manage expectations while actively engaging teachers in developing strategies for dealing with external pressures
Regularly refers to a broad range of teacher development research