ready, steady, go! the teacher as participant in school language policy antoinette camilleri grima
TRANSCRIPT
Ready, Steady, Go!Ready, Steady, Go!The Teacher as participant in The Teacher as participant in
school language policyschool language policy
Antoinette Camilleri GrimaAntoinette Camilleri Grima
StakeholdersStakeholders
TeachersTeachers
AdministratorsAdministrators
Parents/carersParents/carers
Education Education authoritiesauthorities
External agentsExternal agents
The linguistic and The linguistic and cultural practicescultural practices
Inherit attitudesInherit attitudes
Formulate beliefsFormulate beliefs
Develop habitsDevelop habits
Relevant factors:Relevant factors:
Choice of careerChoice of career
Course structureCourse structure
Areas of studyAreas of study
Opportunity for Opportunity for practicepractice
PracticesPractices
Teacher deploymentTeacher deployment
Role within the schoolRole within the school
Opportunity for Opportunity for personal developmentpersonal development
Sense of fulfilmentSense of fulfilment
AngelaAngela
BiographicalBiographicalLongitudinalLongitudinalDevelopmentalDevelopmentalEthnographicEthnographicMalteseMalteseRepresentativeRepresentative
Teacher baggageTeacher baggage
Bi-dialectalBi-dialectal
BilingualBilingual
PlurilingualPlurilingual
MulticulturalMulticultural
What was missing?What was missing?
Had little Had little opportunity for opportunity for intercultural intercultural communicationcommunication
What was gained?What was gained?
Positive attitudePositive attitude
Teacher of Italian Teacher of Italian from Italyfrom Italy
Teacher EducationTeacher Education
Choice of professionChoice of profession
Teaching practiceTeaching practice
Deployment of teachersDeployment of teachers
Induction into the Induction into the professionprofession
What was missing?What was missing?
Lack of preparation for Lack of preparation for new realities likenew realities like
• Heavy work loadHeavy work load
• Examination pressuresExamination pressures
• Negative attitudesNegative attitudes
• Parental involvementParental involvement
What was gained?What was gained?
Knowledge and Knowledge and understandingunderstanding
Experience, skills, Experience, skills, valuesvalues
Ability to reflect and Ability to reflect and act upon that act upon that reflectionreflection
The Teacher at SchoolThe Teacher at School
Personal & Personal & professional professional developmentdevelopment
ActiveActive
MotivatedMotivated
Something missing…Something missing…
No cross-curricular No cross-curricular relevancerelevance
No diversified approachNo diversified approach
Feels disheartenedFeels disheartened
Finds personal Finds personal fulfilment outside fulfilment outside schoolschool
Rays of hopeRays of hope
Decentralisation of Decentralisation of power – school power – school autonomyautonomy
Teacher Teacher empowermentempowerment
In-house Staff Development In-house Staff Development
Organisational structures Organisational structures and procedures within the and procedures within the school should engage school should engage teachers in reflecting and teachers in reflecting and acting, and in feeling that acting, and in feeling that they are making a valid they are making a valid and welcome and welcome contributioncontribution..
Teachers’ Perspectives on Effective Teachers’ Perspectives on Effective School LeadershipSchool Leadership
(Harris, Day & Hadfield, 2003)(Harris, Day & Hadfield, 2003)
• Staff development is generally Staff development is generally welcomed by teacherswelcomed by teachers
• Viewed as a means of rewarding Viewed as a means of rewarding staffstaff
• Motivates developmentMotivates development
““In particular, the headteachers’ In particular, the headteachers’ commitment to staff commitment to staff development was seen as a development was seen as a key element of effective key element of effective leadership”leadership” (p. 74)(p. 74)