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‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

Research output: Book/Report/Proceedings › Commissioned report

Published

Standard

‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. / Waters, Alan; Vilches, Ma. Luz C.
2 ed. London: The British Council, 2012. 35 p. (ELT Research Papers).

Research output: Book/Report/Proceedings › Commissioned report

Harvard

Waters, A & Vilches, MLC 2012, ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. ELT Research Papers, vol. 12, 2 edn, The British Council, London.

APA

Waters, A., & Vilches, M. L. C. (2012). ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. (2 ed.) (ELT Research Papers). The British Council.

Vancouver

Waters A, Vilches MLC. ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. 2 ed. London: The British Council, 2012. 35 p. (ELT Research Papers).

Author

Waters, Alan ; Vilches, Ma. Luz C. / ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET. 2 ed. London : The British Council, 2012. 35 p. (ELT Research Papers).

Bibtex

@book{755dc5bdf78b4d1e856e18f5139c4e6c,
title = "{\textquoteleft}Tanggap, tiklop, tago{\textquoteright} (receive, fold, keep): Perceptions of best practice in ELT INSET",
abstract = "In-service teacher training (INSET) for English language teachers is an important but often relatively ineffective aspect of large-scale English language teaching (ELT) curriculum development. Based on a synthesis of findings from the ELT and non-ELT literature on the topic, this study therefore first of all attempted to develop a {\textquoteleft}user-friendly{\textquoteright} theoretical model for informing {\textquoteleft}best practice{\textquoteright} in this area. The strength of the model was then assessed in relation to data concerning practitioner perceptions of optimal procedures in ELT INSET. The data were elicited by a variety of research methods (interviews, focus group meetings and questionnaire survey) from a cross-section of ELT trainers and teachers in a representative ELT situation (that of government schools at the basic education level in the Philippines). The findings were analysed in terms of each of the main stages involved in INSET design and delivery ({\textquoteleft}pre{\textquoteright}-, {\textquoteleft}while-{\textquoteleft} and {\textquoteleft}post-{\textquoteright}), and are seen i) to confirm the validity of the theoretical model and ii) to provide a number of practical guidelines on how to maximise the potential for {\textquoteleft}best practice{\textquoteright} in ELT INSET.",
author = "Alan Waters and Vilches, {Ma. Luz C.}",
year = "2012",
month = feb,
language = "English",
volume = "12",
series = "ELT Research Papers",
publisher = "The British Council",
edition = "2",

}

RIS

TY - BOOK

T1 - ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

AU - Waters, Alan

AU - Vilches, Ma. Luz C.

PY - 2012/2

Y1 - 2012/2

N2 - In-service teacher training (INSET) for English language teachers is an important but often relatively ineffective aspect of large-scale English language teaching (ELT) curriculum development. Based on a synthesis of findings from the ELT and non-ELT literature on the topic, this study therefore first of all attempted to develop a ‘user-friendly’ theoretical model for informing ‘best practice’ in this area. The strength of the model was then assessed in relation to data concerning practitioner perceptions of optimal procedures in ELT INSET. The data were elicited by a variety of research methods (interviews, focus group meetings and questionnaire survey) from a cross-section of ELT trainers and teachers in a representative ELT situation (that of government schools at the basic education level in the Philippines). The findings were analysed in terms of each of the main stages involved in INSET design and delivery (‘pre’-, ‘while-‘ and ‘post-’), and are seen i) to confirm the validity of the theoretical model and ii) to provide a number of practical guidelines on how to maximise the potential for ‘best practice’ in ELT INSET.

AB - In-service teacher training (INSET) for English language teachers is an important but often relatively ineffective aspect of large-scale English language teaching (ELT) curriculum development. Based on a synthesis of findings from the ELT and non-ELT literature on the topic, this study therefore first of all attempted to develop a ‘user-friendly’ theoretical model for informing ‘best practice’ in this area. The strength of the model was then assessed in relation to data concerning practitioner perceptions of optimal procedures in ELT INSET. The data were elicited by a variety of research methods (interviews, focus group meetings and questionnaire survey) from a cross-section of ELT trainers and teachers in a representative ELT situation (that of government schools at the basic education level in the Philippines). The findings were analysed in terms of each of the main stages involved in INSET design and delivery (‘pre’-, ‘while-‘ and ‘post-’), and are seen i) to confirm the validity of the theoretical model and ii) to provide a number of practical guidelines on how to maximise the potential for ‘best practice’ in ELT INSET.

M3 - Commissioned report

VL - 12

T3 - ELT Research Papers

BT - ‘Tanggap, tiklop, tago’ (receive, fold, keep): Perceptions of best practice in ELT INSET

PB - The British Council

CY - London

ER -