Aug. In der höchsten englischen Fußball-Liga sind englische Trainer eine Rarität. In anderen europäischen Topligen sind die einheimischen Trainer. Lernen Sie die Übersetzung für 'trainer' in LEOs Englisch ⇔ Deutsch Wörterbuch. Mit Flexionstabellen der verschiedenen Fälle und Zeiten ✓ Aussprache und. Diese Übersicht zeigt die erfolgreichsten Trainer der Premier League, diese werden absteigend geordnet nach Punkten pro Spiel angezeigt.
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Deals with predictable individual needs using basic strategies. Demonstrates basic sensitivity to diversity when planning and conducting training.
Plans in advance to deal with individual needs and attempts to deal with emergent needs using a range of strategies.
Demonstrates a diversity-oriented approach to planning and conducting training. Based on thorough advance needs analysis, often in unfamiliar situations, deals efficiently with needs of individuals, including emergent needs, using a wide range of strategies.
Demonstrates a clear understanding of language systems, including basic language analysis strategies, and core principles of effective teaching practice, which in turn informs their training.
Is aware that training differs from teaching. Understands a number of language analysis strategies. Demonstrates a range of effective core teaching principles and practices.
Is aware of non-core teaching practices. Demonstrates a clear understanding of how training is different from teaching. Demonstrates effective training principles.
Uses a wide range of resources. Uses a wide range of language analysis strategies. Demonstrates a wide range of effective core and non-core teaching principles and practice.
Demonstrates a range of training approaches, in-depth understanding of a wide range of theoretical concepts in the field as well as practical know-how.
Uses an extensive range of resources. Demonstrates a clear and coherent approach to and rationale for planning, conducting and evaluating teacher training activities.
Designs, through principled application and innovation, learning units and courses to meet a wide range of individual needs.
Manages the complex interplay of situational factors related to planning, conducting and evaluating training activities. Offers general feedback on areas for improvement in teaching and suggests basic strategies for teacher learning.
Employs a range of observation methods. Applies given observation tools and procedures appropriately. Offers specific feedback on areas for improvement.
Suggests clear and appropriate strategies for teacher learning. Consistently applies assessment criteria accurately.
Creates, through principled application and innovation, tools and procedures for observing and giving feedback. Nurtures specific needs, including emergent needs, and suggests a wide range of clear and appropriate strategies for teacher learning.
Researches assessment tool effectiveness and develops assessment criteria for specific situations. Responds positively to feedback on their training and demonstrates basic understanding of trainer and teacher-in-training roles in the training process.
Seeks feedback on their own training and demonstrates good understanding of trainer and teacher-in-training roles in the training process.
Is actively exploring avenues for their own development and specialisation within the field of teacher training.
Exemplifies own values and clearly defined beliefs through training practice. Acknowledges diverse viewpoints and encourages the articulation of emerging beliefs of teachers-in-training.
Builds feedback on their own training into the training process and demonstrates a deep understanding of trainer and teacher-in-training roles.
Uses contemporary research and critical reflection to continue own professional development while supporting others in developing appropriate specialisms.
By reading each category and descriptor, and matching them to your current practice, you or your organisation can work out where you are on the framework and identify areas to strengthen and develop.
The first stage, From Teacher to Trainer , shows a learning process and how to gain basic skills. The second stage, Autonomous Trainer , shows the development of a trainer to the point where they have become proficient in basic training skills.
They show that they are taking steps to extend their practical skills, including adapting training materials to better suit trainee needs.
The third stage, Lead Trainer , indicates the leadership role that teachers involved in training often take on.
It is not expected that you would eventually be able to meet all the criteria in the Lead Trainer stage, or that if you have From Teacher to Trainer competencies you will be given Autonomous Trainer or Lead Trainer responsibilities.
The framework is designed to allow you to meet different levels of the categories and component criteria across the three stages, based on your individual training journey and development.
Therefore, there is no specific timeframe for each development stage. Cambridge English has extensive experience of developing and evaluating train the trainer programmes for trainers involved in delivering its teacher qualifications.
As an employer and organisation that trains trainers on a regular basis, NILE has a unique perspective on how trainers develop and what indicators signal different development stages.
The framework was developed and informed through a wide-ranging review of relevant literature and a consideration of the skills demonstrated by individuals in different trainer roles across the world.
The framework has been designed to apply equally to online and face-to-face trainers. It has been developed with the approach that identifies no difference in the core training competencies required, with any differences being merely the access to technology, the mode of delivery and the technical ability of the online trainer.
The framework acknowledges that core and non-core teaching principles and practice should be defined based on local practice, and that this varies depending on the situation.
It will also constantly change. A trainer should be aware of other methodologies available to language teachers-in-training and any new trends emerging.
The following summaries describe a typical trainer profile for each of the three Cambridge English Trainer Framework stages. Sasha is a Proficient classroom teacher.
His colleagues recognise that he has a solid understanding of the local socio-cultural and economic realities of his working environment and the students, parents and teachers within it.
Over the last couple of years, he has given demonstration lessons for teachers in many schools. The local education authority has asked him to conduct training sessions for other local teachers.
Sasha is comfortable demonstrating methods he uses regularly in his own classroom. English at Work News Report Feature: LingoHack 6 Minute English Feature: Drama Words in the News Feature: The Grammar Gameshow Courses: English In A Minute.
English at University Feature: Words in the News. The English We Speak From pillar to post. Bad Dates The drunk date. Small Talk Subjects to avoid: Today I want to Adjectives and adverbs 6 Minute Grammar medium.
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