Development of

teaching
competences in the
UK
7 weeks stay in Chichester
October November 2015
Cesar Prestel

The programme
3

intense learning weeks at Chichester

University
3 weeks of practice and participant
observation in a British school
1 week devoted to evaluation and reflection
about this learning experience

The goals
Development

of teaching competences
Knowledge of the English educational system
School management
Professional development
Pedagogical strategies

And

also

CLIL methodology
Language immersion
Deeper and better knowledge of English language

At Chichester University

At Bishop Luffa school

Learning, working

Observing, teaching

English education system

English

education system
Routes into teaching
Teaching assistants
National Curriculum
Teachers' standards
Ofsted inspections

WWW (What was well)

The

pupil as the centre of education

To talk is not to teach, and to teach is not to learn

Who does the talking does the learning
The best way to learn is to build your own
knowledge by yourself

Class

planning

Lesson plans
Learning aims and teaching objectives
Starters and final recap

Autonomous

pupils

WWW (What was well)

Teaching

competences rather than

memorizing contents
Self-evaluation and co-evaluation
Deep critical analysis vs. extended contents
Metacognitive skills
Observation of the teachers performance
and evaluation of his work
Consistency and teamwork: goals and
procedures are shared by all the staf

EBI (Even better if)

The

pressure of external tests

Flexibility and its hazards
Teacher evaluation and school assessment
The quest for excellence or Damocles sword
Competitiveness vs cooperation
Individuality vs generous collaboration
Detachment as a style The importance of
external and formal aspects

EBI (Even better if)

The

challenge of diferentiation
The difficulty of having an individual control
of the learning process
The link between teachers salaries and their
achievement of pre-established goals
Working risks and uncertainties
The pressure of inspections and the neurosis
of Ofsted evaluations
The bureaucratic mousetrap and the
nightmare of paperwork

What we could try to do

Pedagogical

approach centred on pupils

autonomy
New role for the teacher: from a knowledge
transmitter to a learning guide
Detailed attention to diferent learning styles
and to multiple intelligence
Teaching focussed on competences, not on
memorizing contents
Reflection and evaluation in a continuous
quest for excellence and improvement