Keynote: Keeping it going:  ‘it’ – the what, why and how of maintaining momentum

This talk takes the title of the symposium as a starting point. I take the ‘it’ in the title to mean teacher development or learning and I will briefly discuss how I understand this process. I will talk about why (and how) ‘keeping it going’ can benefit not only the children you teach, but you too (and not only professionally but also personally). We will then explore and  list the conditions needed for teachers to be able to engage in it (which projects like this do for you), and suggest some practical way you can create those conditions for yourself and  manage your own development process, once your mentor moves on.

Workshop: Teachers Becoming Mentors

If you have been convinced by arguments in the keynote, you might like to learn some of the knowledge and skills that mentors draw on when working to support a mentee teacher’s development. This should enable you to, for example, engage in ‘peer-mentoring’ or start a peer-support group more effectively.  The workshop is likely to include the topics/issues of ‘noticing’, ‘scaffolding’ and ‘informed reflective practice’, but, and as with mentoring, I will take my lead from you. 

Some of her relevant publications include:

Hobson, A.J. & Malderez, A. (2013) Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education, International Journal of Mentoring and Coaching in Education, 2(2), 89-108.


Wedell, M. & A. Malderez (2013) Understanding  Language Classroom Contexts: the starting point for change. London:Bloomsbury.


Hobson, A. J., Ashby, P. Malderez, A, & Tomlinson, P.D. (2009) Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education: An International Journal of Research and Studies, 25(1), 207-216.


Malderez, A. Mentoring.  In Richards, J. & A. Burns.  Eds. (2009) Cambridge Guide to Language Teacher Education,  NY:Cambridge University Press

At the symposium Angi Malderez will deliver:

-  one hour long plenary talk on about the value of starting peer support groups while at the same time making reference to skills that the teachers possess as mentors. This theme supports a current Malaysian Ministry of Education initiative: Professional Learning Communities which aims to empower teachers to take the initiative of supporting their peers with teaching and professional development through joint lesson planning and peer observation. The keynote speech will also touch on tools available to teachers to manage their own learning to enable them to take ownership of their own professional development.
-  two three-hour workshops over two days that would be linked to the keynote topic, but give teachers more practical ideas about making the leap from teacher to mentor. Within the workshop, the concepts of scaffolding, experiential learning, noticing and addressing how teachers learn could be introduced and explored further.