Esp teacher’s Transforming Profile

3.1.2Instrumental thinking
Instrumental learning is characterized by: being engaged in task-oriented problem of how to do something; reassessment of the effectiveness of strategies and tactics used; involving the process of learning to control the environment or other people; being a method canonized by natural, exact sciences. (Mezirow 1990,7-8)
Teachers’ teaching philosophy and particular teaching perspectives are part of the instrumental learning which comprises epistemic issues revealing that teachers should be aware of: the deeper meaning of their course for students and the whole community; the wide range of competences the course offers; the respective activities that aid fostering those competences; the students’ individual needs considering the course and the need to respond to them; implementation of assessment activities that refer to wider range of competences; importance to achieve course integration by designing the course as a continuous sequence of activities.
The instrumental learning should aid fostering appropriate methodology for successful ESP teaching .The goals of this part of a transformative training may comprise: gaining insight in various specific ESP issues that make it so different from other general FLT courses and developing ability to determine the goals and to design particular ESP course, whereas the content may include activities that increase critical reflection considering ESP as an academic subject from a holsitic and humanistic point of view. The activities may include more genral issues of the ESP such as definition, origin, development and classification of ESP; linguistic issuses including decision on parts of grammar that are most relevant to particular field, vocabulary, types of discourse, genre analysis, passage and essay writing, taking notes-activity, defining main point, abstract writing, needs analysis, MI theory and learning styles, course design, assessment , preparation of tests etc.