The British Council Institut Teknologi Bandung University of Leeds
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Fourth
National Conference
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Niakaris and Bacigal (1992) stated that training and development are clearly different concepts. In training, the trainee passively undergoes a period of conditioning during which the “do’s” (be a good language teacher) and the “don’ts” (be a bad language teacher) of classroom practice are inculcated. Development itself takes a part in a real situation when teacher and student are not fully satisfied with what they get in classroom or when teachers realize how they might teach better, reach the objective more efficiently and satisfy students more. Self-development is one way to understand what teachers can do, how and why teachers do it and how teachers can improve and enhance their performance. Self-development makes a difference in teachers’ performance. From this basis, teachers can develop strategies for intervention or change, depending on their needs, through investigating classroom teaching (Richard and Lockhart, 1996) Classroom investigations in teaching including peer observation and self-observation through video recording accompanied with self-reflection or teacher’s journal, student’s journal and student’s feedback have been conducted to get better ideas to enhance teachers’ self-development. The results show those investigation activities do create a better perspective in developing teachers’ performance in class. Learners can also benefit from these investigation activities by letting their teachers know what learners need and want and making them more motivated to be better English language learners.
ITB
Language Centre |