Lakhasly

Teacher Education Development is considered as a post-method era within which Teachers and teacher trainers all around the world view the necessity of fostering effective teaching as an imminent professional phase to prepare pedagogically newbie, tenured and experienced teachers for better teaching performances.(1996:69)

To this extent, teachers while attending in-service training, seminars and the like can be acquainted by the occurring changes, to cope with them at the same time taking into consideration learner"s individual differences. More importantly, teachers can be released to set themselves free from the practice-based profession ie. the slavish application of programmes, syllabuses, textbooks, methods and to take on new responsibilities by investigating, exploring, and reflecting on their experience in order to gain self-confidence and awareness. In addition to this, they must be ready to be professionally observed in an individual presentation and willing to observe other teachers" presentation to share experiences with them It is rightly conceived that observation leads to constructivism in which teachers are provided with feedback and criticism on one's teaching.Teacher Education Development in its broad scope is totally distinguished from Training as the former is mainly something that is articulated using one's own capacities(bottom up) and for oneself, whereas, the latter is definitely and admittedly presented or prepared by others (top

dis deaAs stated by Nunan& Lamb.TED is self initiated.2.

Teacher Education Development is considered as a post-method era within which Teachers and teacher trainers all around the world view the necessity of fostering effective teaching as an imminent professional phase to prepare pedagogically newbie, tenured and experienced teachers for better teaching performances. TED is self initiated. It asks teachers to collect data from their own classrooms and use these data for change and betterment.

2. The Need for Change

It is widely known that dispensing knowledge is not enough, i.e. what is taught is not always learnt. The positivist view fostered the traditional classroom where teachers are the sole source of knowledge. Accordingly, the P.P.P. (Presentation Production Practice) lesson loomed largely in the language classrooms where an illusion of mastery was and (still some teachers refuse the change) still prevailing. This view is congruent with positivism (as opposed to constructivism) which counter runs the teacher development. A shift of classroom setting from traditional to modern classroom is enhanced through the notion that knowledge is not taught but learnt or constructed by learners. Henceforth, the role of the teachers turns out from a passed on knowledge to the one of a mediator, a guide or even a facilitator. As stated by Nunan& Lamb. The competent teacher is the one who creates a positive pedagogical environment in the classroom and is able to make professional decisions to ensure that learning is taking place effectively. (1996:69)

To this extent, teachers while attending in-service training, seminars and the like can be acquainted by the occurring changes, to cope with them at the same time taking into consideration learner"s individual differences. More importantly, teachers can be released to set themselves free from the practice-based profession ie. the slavish application of programmes, syllabuses, textbooks, methods and to take on new responsibilities by investigating, exploring, and reflecting on their experience in order to gain self-confidence and awareness. In addition to this, they must be ready to be professionally observed in an individual presentation and willing to observe other teachers" presentation to share experiences with them It is rightly conceived that observation leads to constructivism in which teachers are provided with feedback and criticism on one's teaching. In this way, and only by taking new responsibilities, they launch in a new conceptual teaching of reformulation, reconstruction, reconsideration and refinement, which is likely to bring satisfaction and betterment. This new conception of teaching is Teacher Education Development.

3.Teacher Education Development.

Teacher Education Development in its broad scope is totally distinguished from Training as the former is mainly something that is articulated using one's own capacities(bottom up) and for oneself, whereas, the latter is definitely and admittedly presented or prepared by others (top

dis dea