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ELT Journal 1992 46(1):71-80; doi:10.1093/elt/46.1.71
© 1992 by Oxford University Press
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Articles

The role of groups in developing teacher self-awareness

Adrian Underhill

Adrian Underhill is Director of the International Teacher Training Institute at International House in Hastings and Director of Training for the International Language Centres Group. He leads workshops in many countries on teacher development, interpersonal skills for educators, and humaninstic education. He founded the IATEFL Teacher Development Group.

The idea of teacher development takes many forms, has different meanings in different contexts, operates from a variety of implicit and explicit beliefs and value bases, and is manifested in different forms of action. This article attempts to get behind this apparent diversity to look for an underlying common core, focusing on the development of self-awareness, on which practical models for teacher development may be built. I try to approach certain aspects of action research and experimental enquiry by highlighting the importance of the facilitative role of groups in the development of critical self-awareness. My overall perspective is informed by the values and assumptions of a person-centred psychodynamic approach.


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