Scientific knowledge and experimentation

Results conveyed to the trainees

Practice and professional competence

The reflective model is closest to the idea of exploratory teaching. According to this model the teachers get the “received knowledge” i.e. concepts, theories, skills and “experiential knowledge” i.e. one’s own practical “knowledge-in-action”. These two types of knowledge are put to practical use and are regularly reflected upon through the prism of critical thinking. As a result of critical reflection, “practice” gets modified on a regular basis. Only after that the professional competence is said to be achieved. This model is based on the cognitive (problem-solving) approach to teacher development. The “reflective model” is shown in the graphical form

Received knowledge

Practice

Reflection

Professional competence

Experiential knowledge

(Adapted from Wallace, M. 1994. Training Foreign Language Teachers. CUP. P. 2-17).

Exploratory task 1.4

Follow the way through the “swamp” of classroom problems. You will step on the “water pool” of a problem in the classroom and in order to make your way you are to step on the neighboring dry “mound”, which is a solution to the problem and then to skip over to the second and to the third “mound” giving two more solutions to the same problem. Then, you will find yourself in another “water pool” of a different problem. Try to keep yourself dry and make your way by finding other three “mounds” that is three solutions to the next problem.

Water pool of problems	Mound 1	Mound 2	Mound 3
Problem 1 Low motivation
Problem 2 Poor proficiency
Problem 3 Mixed abilities
Problem 4 Limited resources
Problem 5 Ineffective techniques
Problem 6 Little communication
Problem 7 Mild learning disabilities			FIRM GROUND!

The organization of exploratory teaching makes up the essence of a teacher development project. Teacher development project is a problem-solving, change-bringing and product-oriented activity. This means that any research project has a goal to solve a certain problem in teaching and to produce a tangible result such as project presentations, published teaching aids, techniques, recommendations, reports on the findings etc. Any project has at least two aspects. One is organizational aspect. The other is reflective aspect. Organizational aspect includes needs analysis (finding out what problems make the project necessary), production of materials (writing a teaching module), piloting the materials (using the teaching module in the classroom), reflection (analysis of the results and redrafting the materials), evaluation (taking stock and producing recommendations for the project dissemination). Similar organizational stages can be found in any teachers’ project (Barbara L. and M.Scott. 1994. Reflections on Language Learning. Philadelphia). “Organizational aspect” of exploratory teaching is shown graphically:

Needs analysis

Materials production

Piloting materials

Reflection on results

Evaluation of results