Eduversal 2018 – Global CPD

This year’s Professional Education and Training will be held from 02 to 07 July 2018 in Jakarta, Indonesia, under the motto “Supporting Teachers in the integration of CLIL, ICT and Mentoring”. Based on this, all Global CPD services are built around you – your goals, your needs, your time frame and your environment.

Introduction to CLIL in Secondary Science

This initial stage of setting goals for better quality education at your institutions starts with a number of input sessions for inspiration which are followed by daily practical sessions of microteaching or presentations to provide participants an opportunity to perk up their teaching and mentoring skills.

The main objective of these microteaching sessions is to provide an environment for practice-based teaching and to instill self-evaluative skills. This is a training technique, which provides teachers an opportunity to elevate their instruction by improving the various simple tasks called teaching skills.

Proficiency in CLIL in Secondary Science

The course is primarily designed for teachers who have successfully completed the introduction course. It is based on project-like sessions when participants make secondary lesson plans for the year in groups, present their ideas and deliver small sections of their plans.

Throughout the course, there will be a progression from trainer-led tasks to project-like sessions, where participants present their ideas and deliver small sections of their plans. In addition, there will be a move from whole group sessions to working in groups based on school subjects and later even these will be broken up into pairs/threes to allow participants to work with secondary course books, which are relevant for them.

Mentoring – Educational Leadership

The course is primarily aimed at experienced teachers who will support beginner colleagues or will be responsible for a group of teachers in their institutions developing as a teacher educator or a trainer.

The course is primarily aimed at experienced teachers who will support beginner colleagues or will be responsible for a group of teachers in their institutions. This course can function for them as the first step in developing as a teacher educator or a trainer, while providing teacher development opportunities for them in their own professional practice.

The Mentor Course can also be beneficial for department heads and managers who wish to establish a more supportive communication style and promote professional development.

Introduction to ICT in Education

This course is intended for teachers with a desire to increase their proficiency in using technology in the classroom, especially for those educators wishing to learn how to effectively integrate e-learning platforms to run along with their courses. The course content is not limited to teachers of a specific subject.

The training provides teachers with resources and various tools with which they can boost their e-learning content explaining the usage and giving tips concerning various ICT tools within, as well as, outside of classes.

Things to Keep in Mind

Certain aspects of teaching have great impact on the learning process and can lead to improved learning experiences for learners. Thus, when we help teachers develop their awareness, knowledge and skills through systematic, continuous professional development, student learning improves.

We are well aware that no initial training can provide teachers with the necessary knowledge and skills for a lifetime of teaching. Teachers must work throughout their professional lives to develop their professional expertise and keep up with new information that is relevant to their field of study.

Alongside conducting classroom observations to support stronger subject oriented teaching methods and strategies, we also consider the atmosphere of the institutions; i.e. behaviours in corridors, cafeteria etc, since these have a huge impact on teacher motivation and classroom management.

At Global-CPD, we believe that there is no one correct teaching method. We value traditional, core teaching methods as well as newer student-centered, constructivist approaches. The best choices are always made after the careful analysis of the specific conditions and the intended learning outcomes.

While observing and assessing these components of effective teaching, our fundamental aim of maximizing student learning will always be at the forefront. Finally, you should know that we eagerly look forward to working with you to create a vibrant community of ‘teachers-as-learners’.

Osman Bedel, Academic Coordinator

Our Training Team:

Aggie, Mentoring – Educational Leadership

Aggie works in teacher education with the Department of English Language Pedagogy at Eötvös University, Budapest, where she is involved in training English teachers and also in observing and supporting beginner teachers at work. She was an English teacher and a school-based mentor for 15 years before becoming a full time trainer, so she has first hand experience in teaching students from 10-18 years of age.

She enjoys meeting and working with teachers from various parts of the world. She has run courses in Croatia, England, Germany, Kyrgyzstan, Poland, Uzbekistan and Turkey. Besides being an Oxford Teachers Academy trainer, she has worked for Pilgrims in England. She has been running the ELT methodology component for Via Lingua Budapest for over 10 years. She joined the Global-CPD team in 2013 and has met wonderfully devoted and enthusiastic teachers through this programme in various parts of the world.

Christof, Introduction to CLIL in Secondary Science

Christof has been training teachers for over 26 years. His experience includes pre-service teacher training with US Peace Corps in Poland, teacher training college and university, and also in-service teacher training with teacher-training college mediated courses for practising teachers. In other words, his experience includes teaching people aged 20-50, Poles, Americans, and his Erasmus students.

At his university he co-authored and co-organized an international project for European would-be teachers from France, Spain and Finland. Currently, he is in charge of an extramural BA program of English studies, dealing with student matters, doing budgets, hiring teachers, and helping junior teachers.

Rebecca, Proficiency in CLIL in Secondary Science

British-born but now resident in Spain, Becky has been working as a language teacher for over 25 years. She has worked in several countries (Britain, Spain, France, Portugal, Albania, Macedonia, Indonesia and Venezuela), in a full range of educational establishments as both teacher and trainer. Currently, her principal job is as Senior Teacher in a language academy in Spain where she teaches all ages, across all levels, and support other teachers.

In addition, since 2010, Becky has also been regularly involved in training teachers in language and methodology and, more recently, she has delivered CLIL courses in the Mathematics, Engineering, Agricultural and Science faculties of the University of Extremadura in Spain and the Polytechnic of Portalegre in Portugal. Since 2016, she has been collaborating with Global CPD on various international projects. Becky has a BA(Hons) in Modern Languages, a Postgraduate Certificate in Education, a CELTA and is currently studying a second degree BSc(Hons) in Physics and Mathematics.

Osman Bedel, Introduction to ICT in Education

Osman Bedel has been working in ELT for over twenty years, having taught English and trained teachers in various countries. For the time being, he is working as the academic coordinator for Global-CPD and an ELT publishing editor. Throughout the years, he has taught from primary through high school to adult courses along with exam preparation classes. He has given educational consultancy and done academic planning for many high schools. He has also worked for various ELT publishers and has taught at under and postgraduate teacher training courses. He is also experienced in ELT and education management and has worked as part of the managing staff at numerous institutions.

He has a BA in English Language Teaching, an MA in Applied Linguistics. He is an approved Oxford Teachers’ Academy trainer, Cambridge speaking examiner and has attended many other certificate programmes on ELT, teacher-training, education management, learning technologies and international exams.