A suggested orientation program of secondary school creative language teachers

Abstract

"Professional development is viewed as a continuous process of conceptual change" (Keiny, 1994). This study is an attempt to develop the teacher's knowledge as a base for actions, attitudes, responsibility, and interaction with learners. The adoption of the notion of creative language teaching entails a conceptual change in the teacher's role. It is "a pragmatic shift from the idea of teaching as a theory applying activity, towards teaching as a theory generating one" (Elliot,1992). This elicits a broader sense of the teaching concept as an interactive process for knowledge construction. In this study, the expected change resulted from conducting a creative language teaching program, is virtually a paradigmatic conceptual change in the teacher's minds and actions. The present study represents an attempt to actualize the notion of creative language learning and teaching.