COD 2010 - G527

Weaving Patterns of Good Classroom Practice

Kindergarten, Primary and Secondary Teachers.

1 sessions, start: 22-Feb

Course detail

Year: 2010
Level: General
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Elizabeth White, Ms. Paula Lorena Tauriño
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ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 55.00

Sessions

Sessions Dates Start Finish
1 22 February 2010 09:00 am 12:00 pm

Facilitator/s

Elizabeth White

Lic. Elizabeth White is a teacher of English and teacher trainer, graduate of I.S.P. "J. V. González". She holds a postgraduate degree in e-learning. She has worked as General Head of English Studies (Kindergarten to Secondary School) at bilingual schools in the Buenos Aires Province since 1988. She is a tenured lecturer in English Language Teaching and Teaching Practice at the ISP "Pbro. Sáenz", and is the coordinator of the Teaching Practice team. She has been an Oral Examiner for the University of Cambridge for over fifteen years. She has conducted several workshops, seminars and lectures around the country and abroad.

Paula Lorena Tauriño

Paula Tauriño is a graduate teacher from ISP "Pbro. Antonio M. Sáenz" and has specialized in methodology and teaching practice. She has been teaching at tertiary level since 2002. She is a Cambridge ESOL and CLE oral examiner. She is also a tutor at the Universidad Abierta Interamericana. She is at present working on her thesis for the Licenciatura en Inglés (UNL). She has worked as pedagogical coordinator for kindergarten and primary level at Escuela Humanos in Canning. At present she is the Deputy Manager of English Studies at Modern School and Coordinates the Primary Section.
Kindergarten, Primary and Secondary Teachers.

- Help teachers become aware of self directed ways of carrying out their own professional development.
- Reflect upon how our choices and decisions define us as practitioners.
- Systematic processes of self observation and monitoring.
- Definition of the road to excellence.
- Our beliefs, assumptions and knowledge: identifying teachers' rationale.
- Action research.
- Professional portfolios.
- Teacher and students' motivation and attitude.
Discussion based on the rationale that sustains the proposal. Hands on activities and workshop.
- Nicolic and Cabaj (1999) Am I teaching well?.
- Richards & Farrel (2005) Professional Development for Language Teachers.
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