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LEAD: Learn – Experiment – Apply – Develop

Please click on the image below to access the flip book version of the winter 2024 edition of the Pilgrims Teacher Trainer Journal

Click here to access the PDF version of the winter 2024 edition of the Teacher Trainer Journal

I am very pleased to welcome you to the 2024 winter edition of The Pilgrims Teacher Trainer Journal. I am aware, though, as you read this, that so many of you are going through extremely difficult times and situations; whether this is war, climate change, economic and political difficulties, and more. While there are unfortunately so many conflicts today the editorial team at the Pilgrims Teacher Trainer Journal consider it important that we have contributions giving space to teacher educators representing voices from the Hands Up Project in Gaza and from the perspective of teacher educators in Israel. These contributions, we hope, will promote understanding and compassion within an educational focus and show how education can be that place of caring compassion and hope where we can make a difference.

We also hope that the approaches in supporting learning may be of support for teacher educators working in different conflict zones – though, of course, different solutions will be likely in different contexts.

The Pilgrims Teacher Trainer Journal is open to everyone and in such difficult situations the development of professional learning communities is even more relevant and important. Pilgrims will never avoid difficult conversations.  If this journal can contribute even in some small way to our understanding and support for each other, then this can hopefully be positive.  The views expressed in all contributions to the journal are those of the writers – as we open up the journal to varied voices and views – these views are not necessarily representative of editorial policy of the Pilgrims Teacher Training Journal. 

As always, in this issue we have a strong international representation in the journal from Austria, Canada, Egypt, Israel, Italy, Japan, Nepal,  UK, USA and of course reflecting a voice of teacher educators in Gaza via the hands Up project continuing our very rich, diverse content for you.

Our interview this month is with Varinder Ünlü who, with her rich professional and personal experience of equality, diversity and inclusion (EDI), does not hide from difficult questions on where we are in terms of “myths and realities” in applying and implementing approaches to EDI.

In this issue, we continue with our ‘from the archive’ section revisiting an article originally published in Volume 30 no. 3 on “Do you believe in ‘neuromyths’?” by Carol Lethaby, USA and Patricia Harries, Canada. While there has been much discussion and evidenced-informed research on the concept of learning styles and other approaches which may be strongly contested, many myths about learning are still very prevalent. While nobody will argue that a variety of approaches in learning is effective, it’s important we continue to highlight our need to ensure we are evidence informed in what we do.

Both Carol and Patricia have updated information on their work that was omitted at the time of publication of this current issue. Please see their updated information below in the correction section.

Our cooperation with the British Council Teacher Educator network continues reaching a global audience with the journal, through the British Council Teacher Educator Newsletter which can be accessed Here

I am also pleased to announce that Pilgrims Teacher Training is advertising a full programme of one week courses this summer in the beautiful city of Segovia in Spain. The advert for the courses can be found towards the back of the journal and also via the website Pilgrims Website Teacher Training Courses– Pilgrims English Language Courses. https://www.pilgrims.co.uk/teacher-training-courses/pilgrims-in-segovia If you have access to Erasmus funding (or indeed other sources of funding) please do explore the possibility of joining us.

Please click on the image below to access the flip book version of the winter 2024 edition of the Pilgrims Teacher Trainer Journal

Correction

In the previous issue of the journal we unfortunately spelt one of our contributors’ names wrongly – please note the correct spelling of the author’s name Briony Beaven. Briony’s biography was also not up to date, and you can find the correct version in her article in the summer issue of the journal in the article on “Learning and growing as a teacher educator” in Volume 36 no. 4 in the archive.

We hope you enjoy this edition of The Pilgrims Teacher Trainer Journal and our contribution to encouraging the best of good practice in teacher education. As mentioned above we would be delighted to receive any feedback on any of the articles which you can send to me at the email address below.

Updated information on Carol Lethaby and Patricia Harries

Since writing this article in 2016, we have written a book (with Russell Mayne) called ‘An Introduction to Evidence-Based Teaching in the English Language Classroom’ published by Pavilion ELT, 2021. The book includes a complete chapter on research and evidence about neuroscience and how the brain works. We also talk in the book about the relevance of neuroscience to ELT and teacher education, particularly in terms of rejecting teaching strategies and ideas that are based on misinformation and neuromyths, and adopting and understanding classroom practice that does have an evidence base to support it.

The Authors

Carol Lethaby is a teacher educator and materials writer based in San Francisco, California. She is an honoured instructor at UC Berkeley Extension where she teaches on the TESL/TEFL Certificate program. Her website is https://clethaby.com/

Patricia Harries is a teacher trainer and materials writer currently based in Colombo, Sri Lanka.  Most recently she has worked with NILE and ELT Consultants on British Council teacher training projects in Tunisia and Mexico. 

As always, we would love to receive contributions – articles, interviews, book and resources reviews from teacher educators globally. A brief description of the guidelines for writers can be found on the website. For more detailed information contact Phil: phil.dexter@pilgrimsttj.com

We hope you enjoy this edition of The Pilgrims Teacher Trainer Journal and our contribution to encouraging the best of good practice in teacher education.

A brief description of the guidelines for writers can be found on the website. For more detailed information contact Phil: phil.dexter@pilgrimsttj.com. Our Teacher Trainer Journal is very much a public face of Pilgrims in promoting excellence in education.

The journal continues to be intended to be YOUR VOICE in reflecting and sharing global ideas on teacher education. In doing this, sometimes an article may seem to be a little controversial and though we strive for everything to be evidence-informed, this also means there may be strong personal views on a topic. We believe that The Pilgrims Teacher Trainer Journal should be a space for this. And, of course, we welcome debate and would very much welcome any responses to articles that we publish.

phil.dexter@pilgrimsttj.com