Relier Pairs The Four QuadrantsVersion en ligne This is a matching exercise where teachers have to identify the levels of the four quadrants teacher's framework proposed by Díaz-Maggioli (2004). Teachers have to match the definitions with the cases described. par Diana Pineda 1 Level 3: Awareness - Lack of knowledge: Teachers are aware of their development needs in specific knowledge areas. Pertinent techniques for this level include engaging in action research, establishing critical development teams, and maintaining dialogue journals. 2 Level 4: Lack of knowledge - Lack of awareness: Teachers are unaware of their need to expand their knowledge in certain areas. Appropriate professional development programs for such teachers could include mandated in-house training workshop, mentoring, and expert coaching. 3 Level 2: Updated Knowledge - Lack of awareness: Teachers possess updated knowledge, but are not aware that they do. Those in this category can be involved in mirroring and collaborative coaching by having colleagues come into their classrooms and observe them in order to pinpoint areas of strength. Field notes can serve as a powerful reflection tool for these teachers as well. 4 Level 1: Awareness - Updated Knowledge: Teachers are aware that they possess up-to-date knowledge and can help other teachers through initiatives such as mentoring, providing on-site teacher training workshop, and expert coaching with colleagues in other levels. They can also develop field notes -narrative of classroom success stories that they share with other teachers for feedback development. Myriam's Case: Myriam is an English teacher in a public university. Her classes are developed through project work. Thanks to this methodology, students learn English through relevant content, connect the class with their professional field, do research on topics they are interested in, and learn to work in groups. For a teacher, this methodology requires abilities for planning, organization, making decisions, connecting project themes to English content, designing and adapting materials, and assessing students performance. Myriam has worked in this institution for more than ten years. She actively participates in the teacher development program that every semester provides training on curricular aspects and promotes learning communities and collaboration among teachers, who, for example, plan class projects together. However, Myriam thinks that her classes are not interesting and wants to understand what is happening. Then, she invites Yenny, a teacher from other public university, to observe her class and give her feedback. After one month of observations, surprisingly, Yenny’s observations and comments are very positive about the class. She praised Myriam for her excellent abilities to planning and designing activities to develop the project. Also, for her routines and interactions with the class that engaged students and triggered their interest and responsibility with the class project. Mario's Case: Mario is an English language teacher who is invited to work at an institution that follows a task-based approach to teaching. When he reads the course program, he is very concerned because he doesn’t understand why students are asked to perform a language task where they have to introduce themselves and talk about their family before knowing how to conjugate the verb to be and other grammar structures they will need to communicate in that situation. So, he is aware of his lack of knowledge with this methodology and on how grammar structures should be put in context to help students to communicate. He appreciates the invitation to receive training on teaching with this methodology. As part of the training, the teacher is instructed on the development of language tasks situated in a sociocognitive perspective. John's Case: John is an English teacher in an institutional program of a public university. He likes technology and includes digital learning tools in his classes. He designs blogs to organize the class contents and materials, and to recommend resources, sites, tools and activities to promote students’ independent practice. He believes that his practices are very innovative and enough to support students’ learning. However, when the Covid-19 changed the routines of classes. John realized he needed to update his knowledge. Integrating some technological tools in his classes mediated by technology, was only part of his lesson plan. The most challenging aspect was to promote interactions among students and design pedagogical guidelines for them. Then, John decided to join a course provided by the professional development program of the university and learn about these issues. Paula's Case: Paula works in a public higher education institution with advanced students who will be language teachers. As part of their preparation, they have to develop reading, writing and oral practices to accomplish different purposes: on the one hand, students need to read and write academic papers, present on academic events, and communicate with colleagues. On the other hand, they have to design lessons and materials to teach students and learn about different pedagogical and methodological approaches. Paula is aware of the advantage of using genre based theories to teach students the linguistic component of their courses and help them to develop the communicative and academic practices. However, she has realised that when they get to the advanced levels of the program, they have lots of difficulties to accomplish academic tasks. Then, she has decided to share her knowledge about this methodological approaches with other teachers from the program so they can also implement these principles in their classes. To invite and organize teachers in a space, she designs a SFL- Genre course and presents the proposal to the Teacher Development Program. Many teachers from the faculty accept the invitation and start the course motivated to learn about the topic and to improve their practices in their teaching contexts.
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