The pedagogy of kindness in an EFL teacher training professional development program: Applications and implications

This study explores the significance of the notion of kindness (as defined by Clegg & Rowland (2010)) as a crucial value in developing a meaningful learning relationship between the trainers and trainees participating in an international teacher professional development project at a Canadian University. The study draws upon Vygotsky’s sociocultural theory, as it puts an emphasis on the shared nature of learning;  Bell’s (2011) perception of teaching as an emotional work;  and Clegg and Rowland’s (2010) endorsement of kindness as a vital part of any given sound pedagogy in higher educational settings to guide the data collection process. Data is collected from thirteen program trainees who agreed to take part in semi-structured interviews and focus groups. Thematic analysis was employed to categorize the data for notable themes containing kindness. The findings of this study suggest that kindness is not simply an impersonal professional attribute. Rather, it is a ‘necessity’ that contributes to a strong pedagogical connection between teacher trainers and trainees. Engaging in such pedagogical experience can both excite trainees’ interests in exploring a variety of approaches in teaching English as a Second/Foreign Language as well as help them be less book-bound and more autonomous teachers. Summary Introduction This study explores the significance of the notion of kindness (as defined by Clegg & Rowland (2010)) as a crucial value in developing a meaningful learning relationship between the trainers and trainees participating in an international teacher professional development project. Thirty-five English as a foreign language (EFL) teachers from rural areas in Western China attended the three-month long program to develop their English as well as teaching methodology skills. The program is funded by the Chinese Scholarship Council and carried out by the Faculty of Education at the University of Ottawa in Summer 2016. Theoretical Framework Vygotskian sociocultural theory shapes a general position for this paper. Vygotsky stresses the pivotal role of social interactions in cognitive development and views the learning environment as a shared environment in which collective knowledge is generated and learners are active participants in the process of negotiation and co-construction of knowledge (as cited in Haenen, Schrijnemakers & Stufkens, 2003, p. 246). This study also draws upon Bell’s (2011) perception of teaching as ‘emotional work’. In this framework, Bell considers emotional work as a central task in teaching through which learners’ feelings are validated, and one of the primary objectives of teaching is to passionately commit to learners’ concerns and to empathize with them. A third theoretical lens applied in this study is Clegg and Rowland’s (2010) redefinition of kindness in higher education pedagogy. They contend that the concept of kindness is different from being lenient and distinguishes between kindness and feeling kind. They perceive kindness as a fundamental component of any sound pedagogy and invite teachers to see things from the standpoint of their learners, a task that Clegg and Rowland interpret as “an essential prerequisite of kindness” (p.724). These three concepts guide the data collection processes. Data Collection and Analysis The data chosen for the purpose of this study is obtained from a previous study in which a group of Chinese rural school English as a foreign language teachers attended a teacher training professional development project in Summer 2016 at the University of Ottawa. All thirty-five teachers enrolled in the project were invited to participate in the research study through invitation letters and consent forms in Mandarin. Thirteen teachers, eight females and five males, who agreed to participate in the research study, were asked to reflect back on different aspects of the project in general, and how it had affected their perception towards teaching English in contemporary China in particular. Thirteen semi-structured interviews and one focus group were conducted at the end of project. Then all the interviews as well as the focus group were transcribed and thematically analyzed for categories and themes containing kindness as a core value in the relationship between the project trainers and trainee and its effects on the future teaching practices of the trainees. Findings The findings of this study suggest that kindness is not simply an impersonal professional attribute. Rather, it is a ‘necessity’ that contributes to a strong pedagogical connection between teacher trainers and trainees. Getting engaged in such pedagogical experience can both excite trainees’ interests in exploring a variety of approaches in teaching English as a Second/Foreign Language as well as help them be less book-bound and more autonomous teachers. Also, participants perceived the teaching-related interactions with their instructors and colleagues well beyond what they had expected prior to them taking part in the program. The collaborative nature of the learning atmosphere in the project was something participants clearly recognized and acknowledged as part of their teaching development within the context of studying abroad experience. All participants appreciated the supportive learning environment and the constructive relationships between trainers and trainees as a crucial element that revitalized their approach to teaching English as foreign language, and help them enjoy the feeling of connectivity. Although almost all participants were somewhat challenged by their low language proficiency, they mentioned that it was their trainers’ well-intentioned professionalism that created meaningful learning atmosphere for them and kept them motivated. They believed that the care their trainers provided enabled them develop a good understanding of skills and abilities they would need to become better language teachers, and appreciated the open and safe space they were given to practice the skills and methods they had been exposed to over the course of three months at the University of Ottawa. Importance of the Study We suggest that kindness plays a key role in teaching as it is potentially capable of enriching the learning experiences of trainees, thus, as trainers, we should take it upon ourselves to validate our students feelings and concerns and be knowledgeable about their viewpoints. Adopting such an approach will foster trainees’ perspectives on one of the main principles of teaching which is kindness and love.