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Professional development
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Questions and reflects on own teaching practice to inform training activities.
Has a basic understanding of teacher-in-training and trainer roles and responsibilities.
Is becoming aware of the scope of the field of teacher training.
Is becoming aware of training support available (e.g. colleagues, reference books and journals, internet sites, conferences).
Is discovering options and strategies for own professional development as a trainer.
Is becoming aware of the need to keep up to date with developments in the field (e.g. technology, new research, emerging teaching approaches).
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Regularly questions and reflects on own and others’ teaching and training practice.
Clearly articulates teacher-in-training and trainer roles and responsibilities.
Actively develops own knowledge of different areas within the field of teacher training.
Effectively uses the support and resources available to inform own practices.
Makes conscious and informed decisions about own trainer professional development options.
Is aware of areas of development in the field with direct relevance to own teaching and training situation. Develops strategies to keep up to date with these developments.
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Uses experimental practice (reflection, questioning and action) as the basis of a continuous cycle of improvement.
Demonstrates a deep understanding of and sensitivity to teacher-in-training and trainer roles and responsibilities.
Is determining own place/specialism within the field of teacher training based on identified areas of specific interest and strengths.
Is becoming aware of own potential for contributing to the field beyond own training situations (e.g. supporting colleagues, contributing to journals and online resources, participating in conferences).
Seeks out and contributes to trainer professional development options for self and others.
Keeps up to date with developments across the field. Specialises in some areas of contemporary development and critically evaluates these in the light of own training practice.
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Professional values
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Has a clear rationale about what constitutes good and ineffective teaching practice. Has a basic rationale for training practice based on own experience.
Articulates beliefs clearly and appropriately.
Beliefs are largely based on own teaching practice and experience as a teacher and experience as a trainee.
Values and practices are somewhat aligned.
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Has clear rationale on effective and ineffective practice in both teaching and training situations.
Articulates beliefs clearly and appropriately. Encourages others to share their contrasting beliefs.
Beliefs are becoming influenced and shaped by training experience, observation of others and reading in the field.
Values and practices are mostly aligned.
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Has clear, research-based opinions about effective and ineffective practice in teaching and training.
Uses beliefs as a tool for training, and helps others develop and articulate their own beliefs, even if they are not shared.
Beliefs are based on a wide range of teaching and training experiences, observed practices, reading and research within the field.
Values and practices are highly aligned.
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