The Westminster Centre for Teaching Innovation co-0rdinates a range of events to support and provide opportunities for collaboration, sharing and development of practice and building networks.
These range from regular events such as the annual Westminster Learning and Teaching Symposium, and a planned seminar series (keep an eye on these pages for more information), to one-off events to kickstart a particular scheme or respond to an innovation or development need identified by colleagues.
You can also visit the homepage for details of events being run by colleagues around the University and at other institutions.
Westminster Learning and Teaching Symposium 2018
In 2018, the Westminster Learning and Teaching Symposium will take place over two days on 26-27 June 2018!
The Learning and Teaching Symposium is your opportunity to share innovations; contribute to debates, and build networks and collaborations.
News of next year’s event will be available soon.
If you are already considering submitting an abstract, information and guidance will be available on the Learning and Teaching Symposium staff intranet page.
Workshop: Qualitative motivation research in Language Teaching and Learning – Crossing disciplinary boundaries
Westminster Centre for Teaching Innovation
2-4pm, June 29th 2017 (Regent St Room 351)
Dr. Katharina Glas, Pontificia Universidad Católica de Valparaíso, CHILE
Motivation, as a key condition for successful foreign language learning, is such an inclusive and pervading notion that when it comes to researching it, a great variety of different options arise. This is especially true if we consider the possibility to research this psychological concept in combination with other issues, such as learner autonomy, cultural attitudes, materials development, classroom interaction, teacher development, learning strategies, task design, to name just a few. Starting with a brief examination of some of the most influential theories for the (language) teaching and learning context, including Deci and Ryan’s self-determination theory, Dörnyei & Ottó’s process model, and Dörnyei’s L2 motivational self system, this workshop explores possibilities for cross-disciplinary small-scale qualitative research projects: What are the implications and benefits of studying motivation together with other areas such as Information and Communications Technology, Cultural Studies, or Literary Studies?
Katharina Glas studied English, Spanish and Education Studies in Germany and the U.K., and holds a Ph.D. in English Language Pedagogy from Friedrich-Schiller-Universität Jena, Germany. She settled in Chile in 2005, and has taught English and Language Pedagogy at Pontificia Universidad Católica de Valparaíso since 2008. Recently, she has been in charge of supervising pre-service teachers’ action research projects. Her research interests include learner motivation, (inter)cultural contents for ELT, as well as teacher education, teacher autonomy and teacher well-being.