Inductions on PS Courses their role in preparing

Inductions on PS Courses: their role in preparing & developing tutors Ruth Fordham

Pre-sessional Inductions 1. assumptions we make about inductions & development opportunities 2. reality of our contexts

Assumption 1 All teachers are like us and are interested in teacher development Reality: • different stages in their careers • pay and conditions

Assumption 2 There is time and space on inductions for development. Reality: • push between practitioners & management • priority is making the course function to meet the needs of the students & institution • information overload

Assumptions raise questions If some tutors are uninterested in development, should we be doing it? • our role? • give back?

Is induction the right place for development? • rethink - looking at things the wrong way round • not during but continuous • 3 phases: before the course during induction during the course

Assumption 3 Development for all tutors is the same. Reality: • wants & needs • where do we pitch it? • differentiation

Development BEFORE the course encourage discussion via Padlet Novice tutors – demystify EAP & bridge the gap: 1. What are your impressions of working within the field of EAP? 2. What skills, knowledge and qualifications do you have which are transferable to EAP? 3. What challenges do you think you might have this summer? Adapted from Campion (2016: 69)

(More) experienced tutorsengagement with discussions we are having Criticality and Chinese students Aim is for both discussions to picked up on in induction • pre- discussion helps us pitch it correctly • discussion in induction = more focused

Development DURING the course Best opportunity to engage tutors Tutor-led workshops • we’re not the only experts • our role = provide time & space within the timetable

Assumption 4 Only those experienced tutors can deliver these sessions ‘experienced teachers’ are advised to be contributing to articles about EAP and attending & speaking at workshops, seminars and conferences …those with ‘less experience’ are advised to be merely reading EAP teacher development literature & attending EAP staff development workshops & conferences. Ding & Campion (2016: 61)

Reality: • all experienced tutors have something of value to share • don’t pigeon-hole people • knowledge & skills are transferable – apply to EAP • not to disregard those with experience – practical or theoretical

Achieve a balance & maximise interest – emailing tutors BEFORE the course What development sessions would you like to attend? Are there any sessions you would like to lead on?

Questions 1. If everyone isn’t interested, should development sessions be compulsory? 2. What is the right number of CPD sessions for a 10 week course? 3. What should the balance be between practical & theoretical sessions?

Reference Campion, G. (2016) The learning never ends: exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes Volume 23, pp. 59 -70