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Video in teacher training: the use of local materials
From 1985 to 1989 consultant for In-service Teacher Training at the Centre for Developing English Language Training in Cairo, Egypt, under the British Council KELT scheme. He has been in EFL teaching and teacher training since 1974 and has worked in Nepal, Greece, and the UK. He holds an MA in Applied Linguistics from Reading University.
This article discusses two approaches to using video excerpts of real lessons for English language teacher training. The first approach may be described as trainer-directed: the points to be focused on are predetermined by the trainer in the form of a worksheet, which is given to the trainees to complete as they watch the excerpt. The second approach is only semi-directed by the trainer: the trainees themselves decide which points to focus on, on the basis of given background information about the excerpt, while the trainer uses these points as a springboard for further questions for discussion. It is argued that the second approach has the advantage of relating more closely to the trainees' own concerns, although it requires a good deal more flexibility and experience on the part of the trainer. In neither approach is the excerpt set up as a model to follow, but rather as an example of one teacher’ practice for analysis and discussion. The purpose of the analysis is for the trainees to discover the rationale behind a particular procedure, on the principle that the successful adoption of any new technique or procedure must be based on a clear understanding of the reasons for it.
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  G. J. Harfitt Exploiting transcriptions of identical subject content lessons ELT J, April 1, 2008; 62(2): 173 - 181. [Abstract] [Full Text] [PDF]
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