She has completed some analysis of the first tier of data gathered and has begun writing articles and giving presentations. In May of 2018, she was at the BC TEAL conference. The title of her presentation was Constraining Learning Spaces. Yuliya did a great job explaining the breakdown of responses from teachers, administrators and leads to her survey. She had a good data pool with 322 participants. Of these respondents, 72% had a somewhat unfavourable or very unfavourable view of PBLA.
Some emerging recommendations at that time included:
- suspending mandatory implementation
- engaging all stakeholders in an open and constructive dialogue under non-threatening conditions
In June of 2018, Yuliya spoke to the International Society for Language Studies at their conference at Wilfrid Laurier University in Waterloo, Ontario. The title of this talk was When Inquiry is seen as Resistance to Change. Yuliya included the original document "The Change Cycle," which was used in early training at the top of the PBLA implementation chain and which includes the suggestion that those who do not get on board with the new way are "laggards" who "may need to be fired." She quoted many of the surveyed teachers, bringing light to the "dramatic increase in teacher stress" and "unpaid teacher workload."
Yuliya is not yet ready to make slides from these talks public, as she is still strengthening parts of her study and the recommendations that flow from it. There are still opportunities to hear Yuliya speak about her findings, though.
On October 3, 2018, Yuliya will be the keynote speaker at TESL London's annual wine and cheese event. She will be sharing results of her research.
Yuliya will be presenting a paper at the upcoming TESL Ontario Conference on Friday, November 2, 2018 from 11:20 to 12:20. If I am able to be at the conference this year, I will absolutely be one of the first in line to hear more about her findings and analysis of same.
F3J Teacher Learning in PBLA: a critical analysis Yuliya Desyatova - University of Toronto: Drawing on policy documents and empirical data from a larger project, the paper analyses how teacher learning is conceptualized and enacted in PBLA implementation. As suggested by the data, PBLA teacher training demonstrates a strong reliance on behaviourist and cognitive understandings while neglecting the sociocultural complexity of teacher learning. Category: Paper Level: Adult ESL/LINC,College/University, Elementary, ELT/SLT, Secondary Focus: Research Audience: All Participants
Yuliya's contact information is:
Centre for Educational Research on Languages and Literacies
Department of Curriculum, Teaching and Learning | OISE
RM 10-229, 252 Bloor St W | Toronto, ON | M5S 1V6