From: Teacher professional development in the contexts of teaching English pronunciation
Categories | examples of quotes by teacher |
---|---|
feedback intervention design | The module fits my students’ needs. (Deejay) |
Students love to sound British. (Lidy) | |
75% of my students showed improvement. (Jacky) | |
I do believe that with the right approach Dutch students can sound become more native-like. (Jacky) | |
It is nice to have a limited set of pronunciation error types to start with. (Katrien) | |
I do consider the presented error types in the module to be the most important ones and see no need to put in more. (Boy) | |
This module is a good starting point for me to teach pronunciation. (Any) | |
I particularly like the structure of the teaching approach which makes it easy to teach. (Deejay) | |
need for intervention | I do believe accents influence the credibility of the speaker. (Jacky) |
Good pronunciation is important to enhance a learners’ intelligibility. (Andrew) | |
The only time I was involved in aspects dealing with pronunciation, was when I was studying phonetics. (Lucas) | |
I never thought pronunciation as the course books do not offer any materials to do so. (Katrien) | |
My pronunciation deteriorated once I left the teacher training college and started teaching secondary school students. (Katrien) | |
Pronunciation and credibility go hand in hand. (Linda) | |
In secondary school I never thought pronunciation though it’s obvious that it’s important. (Lucas) | |
change in attitude (TPD) | I started using the recording device for other EFL tasks too. (Deejay) |
Working with the module was like a wake-up call for myself as a teacher. (Katrien) | |
Teaching pronunciation was never on my mind as I did not know how. Now I know where to start.(Suus) | |
This module gives me a teaching approach for something I did not know how to teach before. (Jacky) | |
I’m more aware of my own pronunciation now because of working with the module. (Andrew/Katrien) | |
I needed the module to get me started with teaching pronunciation, which I’ve always considered to be important. (Boy) | |
I need to invest more time in teaching pronunciation. (Deejay) | |
attitude towards professional development | I am only interested in teacher professional development projects if I can anticipate better results for my students. (Lucas) |
I would not like to do research myself, even given time. (Suus) | |
I have no time for research myself. (Katrien) | |
I’d rather create lesson materials than being involved in research activities. (Jacky) | |
I’d rather professionalise on my own by reading research papers and books. (Andrew) | |
I’m only interested in professional development projects if what I learn can be put to practice immediately. (Boy) | |
I need to be convinced that my students will benefit from what I learn before getting involved. (Lidy) |