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ELT Journal Advance Access published online on November 26, 2008
ELT Journal, doi:10.1093/elt/ccn068
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© The Author 2008. Published by Oxford University Press; all rights reserved.

The collaborative development of teacher training skills

Christopher Stillwell

Christopher Stillwell has conducted workshops on teacher observation and collaborative professional development throughout Asia and the USA, and has contributed several chapters to TESOL's Classroom Practices series. Currently a senior lecturer and research coordinator at Kanda University of International Studies in Chiba, Japan, he has also worked as a teacher trainer at Teachers College Columbia University, where he received his MA

Email: stillwellc{at}aol.com


  Abstract

This paper describes ‘mentor development’, a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another through classroom observations and peer mentoring, where observers practise teacher-educator skills by taking on the role of ‘mentor’ in post-observation conferences. A third colleague attends the post-observation conference with the aim of helping both the mentor and observed teacher reflect on and learn from their interaction during the conference, and to explore the implications these discoveries may have for effective teaching and mentoring.

Final revised version received June 2008


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