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English Language Assessment

You are here:

  1. Cambridge English
  2. Teaching English
  3. Continuous Professional Development for teachers
  4. Cambridge English Trainer Framework
  5. Understanding of individuals and situations

Understanding of individuals and situations

  • Cambridge English Trainer Framework
    • Understanding of individuals and situations
    • Knowledge of teaching training and teacher development
    • Planning conducting and evaluating training activities
    • Supporting observing feedback and assessment
    • Professional development and values

Related Links

  • Cambridge English Teaching Framework
  • NILE

Discover and understand your local training needs

This category emphasises the importance of the context within which the teacher is situated. It is broken down into two sub-categories, Analysing teacher needs and Dealing with individual differences. Your training situation can be diverse within a country, region or local education authority. This category is about discovering and understanding what your local training needs are.

From Teacher to Trainer

Autonomous Trainer

Lead Trainer

Analysing teacher needs

Has understanding of a specific training situation.

Identifies basic strengths and weaknesses of trainees through informal contact with trainees and shared experience in the teaching situation.

Acknowledges that teachers have different experiences and attitudes to teaching and learning.

Acknowledges emergent needs and is in the process of building strategies to deal with them.

Knows that adults in training situations learn in many different ways.

Has an understanding of the individual, teaching and institutional cultures of a range of specific training situations.

Identifies trainees’ strengths and weaknesses based on information about the situation supplied, or initial analysis prior to, or at the beginning of the course. Plans accordingly.

Incorporates different experiences and attitudes to plan and conduct sessions.

Demonstrates flexibility of approach by attempting to deal with emergent needs

Articulates specific differences in the ways that adults learn and uses this knowledge to plan and conduct sessions.

Can draw and act on comparisons between a variety of training and teaching situations. Has a deep understanding of their individual, teaching and institutional cultures.

Identifies trainees’ strengths and weaknesses by using a variety of needs-analysis tools before, and throughout a course. Plans and conducts sessions accordingly.

Uses teachers’ experience and attitudes as a core component of training principles.

Deals flexibly and efficiently with emergent needs.

Evaluates the different ways in which specific participants learn. Uses a variety of strategies and tasks to meet the participants’ needs and preferences.

Dealing with individual differences

Demonstrates sensitivity to the individual, institutional and cultural differences in their own teaching environment.

Describes training groups in terms of their general characteristics.

Takes individual differences into account when planning and conducting training activities.

Demonstrates experience of dealing with individual, institutional and cultural aspects of training environments.

Describes trainee groups in terms of their individual differences.

Uses a range of strategies to take individual differences into account when planning and conducting training activities.

Demonstrates a deep knowledge of, and sensitivity to individual, institutional and cultural aspects across a wide range of teaching and training environments.

Description of trainee groups shows deep analysis of individual differences.

Actively develops the awareness of individual differences in trainees using a wide range of strategies.

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