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Communication and teachers learning during training : a case study of the Secondary and Technical English Project, Mozambique

Bentall, C; (2003) Communication and teachers learning during training : a case study of the Secondary and Technical English Project, Mozambique. Doctoral thesis (Ph.D), UNSPECIFIED.

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Abstract

The purpose of this study is to explore the development of teachers’ understandings of their practice in relation to the training process and thereby contribute to what is known about how teachers learn. This exploration is conducted through a qualitative case study of the initial stages of an ELT teacher training course (the Diploma TESOL) offered to Mozambican secondary English teachers as part of a development project (the Secondary and Technical English Project). The training process involves communication between teachers and trainers. A conceptual framework of communication is therefore developed, within a constructivist theoretical perspective, to facilitate analysis of the development of the Mozambican teachers’ understandings of ELT and reflective practice. This framework is used to analyse the communication between the Mozambican teachers and the Diploma TESOL trainers, collected through observation of the training process, and also communication data from interviews and teachers’ diaries. This study shows that various factors related to language and the context of the communication combine to influence the Mozambican teachers’ learning about ELT and reflective practice. Their existing understandings of their practice are one important influence. In addition, the Mozambican teachers’ existing understandings of the process of training emerge as particularly influential. Their lack of understanding of the trainers’ approach to training and the specific techniques used leads to an obscuring of trainers’ messages about both ELT and reflective practice. It is therefore argued that, in order to facilitate teachers’ learning, trainers should consider not only achieving congruence between teachers’ existing understandings of their practice and course content, but also between teachers’ existing understandings of the process of training and how the training is delivered. These, and other implications for the design and delivery of effective training, are discussed and recommendations made for future research.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Communication and teachers learning during training : a case study of the Secondary and Technical English Project, Mozambique
Event: Institute of Education, London
Additional information: Thesis: (PhD) University of London Institute of Education, 2003.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1487615
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