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This category is about the importance of building skills and is defined by three areas of knowledge: Teaching, Training and Teacher Development. The table below shows the breakdown of these areas across the three stages.
From Teacher to Trainer
Knowledge of teaching
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)).
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).
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).
Knowledge of training
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.
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.
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.
Knowledge of teacher development
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.
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.
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.