The quiz duration is 1 hour 45 minutes.

Please be professional and show integrity by timing

yourself to complete the quiz within the time given.

ANSWER ALL THE QUESTIONS (100 marks)

Start: 8.36

Finish:

QUIZ DURATION: 1 hour 45minutes

1. Thomas (2003, p. 240) is of the view that To be fully professional we must account
for all of what we do, and do it with full awareness of the context.
Elaborate on this view of professional accountability and her arguments for and the
meaning of quality.

According to the article The arguments for and the meaning of quality written by
Helen Thomas, the concept of quality in Education is more complex and need for broad
understanding. the quality of professional accountability can be defined by a few criterions.
For example, set objective are achieved, fitness for purpose, added value and client satisfaction
(Vroeijenstijn 1992). Nevertheless, according to Thomas (2003), based on her straw poll
among practitioners. teachers and managers during her seminar, the quality in education can
be explained in three categories: excellence, improvement, and fitness for purpose. However,
in her article, she is stressing more on the improvement and the fitness of purpose.

The quality of education is related to improvement. Thomas (2003) notes that the ensure
the quality in education, the improvement must strike immediately as a comfortable and
acceptable interpretation. Improving knowledge, skills, and opportunities in life. Improvement
can also cover on lesson, resources and results

She summarizes that the quality for the professional teachers means being committed
to different interpretation of quality not only to improvement but to standards, fitness for
purpose, and fitness of purpose too. In fulfilling the needs of improving the quality, all the
education practitioners should commit themselves to an ethos in the institution, the sector in
which they work, and in the broader economic and political context

Besides, it is believed that nowadays it is no longer possible to decide as universities in

Britain could do in the past, to teach what we want. Thus, to be fully professional she added
that, we must account for all of what we do, and do it with full awareness of the context. To be
short, the quality of education can be achieved once we understand and do our responsibilities
together and continue to improve in order to seek the excellence

2. What is fitness for purpose and how is it different from fitness of purpose

Fitness for purpose is important to ensure that the curricula and their delivery are
capable to allow students to achieve the intended aims. For example, in certain subject,
what is being taught in the university is not determined by external reference point but
the department decides what is going to teach and how. In this situation, what is
evaluated is the extent to which the institution does what it says it is doing.

However, there is something more to quality rather than fitness for purpose. The
relevance or appropriateness of what we teach are also part of the quality. In other
words, it is not just fitness for purpose which is important, but fitness of purpose. It is
because, by ensuring that our programmes are fit of purpose is also part of professional
behaviour. Therefore, to improve the quality of our work context, we must look at the
what, and the what for which are the quality is process and product, and the relevance
of the product
 3. According to Hyde (2000a, p.272) the power of experiential learning from role reversal,
i.e., for foreign language teachers to experience or re-experience what it is like to be a
foreign language learner, will help to bridge gaps of cultural knowledge and
professional experience between native and non-native teachers. In your view, how can
this promote ELT professionalism among ELT teachers in your work
environment/context?

In my view, in order to promote and ELT professionalism among ELT teachers

especially for foreign language teachers (FLT) to, the element of flexibility should be
emphasized on. It is because, the flexibility will be a bridge to reduce a gap between
intercultural language learning such as language learning awareness, awareness of students
learning preferences and intercultural understanding.

Firstly, being flexible in language learning awareness. Living in so called not an

inconvenience setting to teach English, teachers need to increase the awareness of students'
often unexpressed learning preferences and learning needs (mainly methodological issues).

Secondly, the FLT should explore the local teachers' learning background: their
learning of English, how they were trained, and their educational culture (mainly
educational). For example, an England teacher can visit Teacher Training College or in
Malaysia we call as Institut Perguruan to observe how the teachers were trained to teach
English.

Thirdly, it is important for the FLT to see the language from the outside: teaching
their own language helps trainees to find out how a non-native leams it. As a result, they will
be able to figure out more about their own language, and discover more about teaching,
getting instant educated feedback from their 'students' (linguistic and pedagogical). For
instance, when the teachers from Peninsular Malaysia were posted to Sabah and Sarawak,
they are encouraged to learns about the local language as it will help in building the rapport
among students and teachers an at the same time, enhancing their interest in English learning.
Last but not least, the FLT should also gain in intercultural understanding:
participants in the role-reversal gain a better understanding of key attitudes to language and
language learning, and related (mainly cultural) issues.

To summarize, the education practitioners like teachers and future teachers will get
benefit from the opportunity to reflect on the experience of being language learners, which
should be varied and consistently developed
 4. In their needs analysis framework for implementing ELT innovations, Waters and
Vilches (2001) stressed the point that teacher learning entailed meeting foundation-
building needs and potential-realizing needs. Explain how these two concepts of
professional needs can help enhance the professionalism of teachers.

As we know, the initial development of an ELT innovation involves a large-scale

curricular reform. Therefore, the innovation of implementation needs can be thought
of as forming themselves into a number of hierarchically-arranged levels .The basic
level is familarization, followed by socialization, then application and the last which
is the topmost level is integration.
In integration, the scope should be given for the innovation to become the personal
property of the users for example, in a textbook project, this could be done by linking
teachers s attempt to get the best out of the new materials on an everyday basis to
their schools and their own professional development programs, supported and
supervised directly by the host educational system. Nevertheless, establishing a basis
on which further understanding and development therefore be called foundation-
building need. Needs at the third and fourth levels on the other hand, can be seen as
mainly to do with establishing ownership, at first in relatively generic manner, and
then in a more personal way, of the significant features of the innovation. These need
are concerns The foundation-bulding need means the needs must be addresses at first
level then the needs should be bult on the lower level.

Foundation-building needs can be defined as

while potential-realizing needs means . Explain how these two concepts of professional
needs can help enhance the professionalism of teachers.

I still remember 3 years ago when I had visited Australia for my first time. At that time, I was
staying with a lady called Kak Zahra, who is working at the Malaysia Consulate Office in
Melbourne. Shes married an Australian guy for 8 years with 3 kids. Thus, when I was sitting
in the bedroom with her daughter Zahra Harding, she questioned me and said, Why my
mother always brings the stranger home? I just smiled and said, Your mother is a kind-
hearted people. Then she replied, You mean person isnt? I think you dont know English
very well. It is not people. It is person she corrected me. Since then, I realized that there are
still increasingly thing to be improved and to be discovered. Yes, I do agree that by staying
there even for 2 weeks had improved my English, my skills in language especially speaking
very well. It is just like, I do my revision back when I was there. Therebefore, in my
view, by (20 marks)

4. .

Elt innovation

(10 marks)

5. The SFDA model proposed by Waters and Vilches (2000b) was found to have led to
higher professional self-esteem for ELT teachers in the Phillippines.

School based

a. Briefly explain their use of the metaphors Seminar Island, Sea of Teacher
Learning and School Land under the SFDA system.

(15 marks)

b. Provide an example of how the SFDA system has helped teachers to develop
a greater awareness of their own capabilities and an increased feeling of
professional self-worth.

(15 marks)