Developing Language Teachers
| Module title | Developing Language Teachers |
|---|---|
| Module code | EFPM269 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Professor Dongbo Zhang () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Those of you who have been teaching English for some time may now be interested in training others to become TESOL teachers or in helping new teachers starting their careers. In this module you will have the chance to consider what TESOL teacher training, education and development involve: how new teachers learn how to teach and how they can maintain their interest in their job by pursuing life-long professional development. We will look at different types of training programme and consider which tasks, activities and materials are appropriate for different contexts. We will also consider how teachers can be encouraged to reflect on their work and improve their skills through researching their classrooms.
Module aims - intentions of the module
- To introduce fundamental concepts and good practice in teacher education
- To critically examine approaches and procedures in language teacher education
- To familiarise students with the concept of reflection and its relevance to teacher development
- To engage in active critical reflection of the professional work being done by self and others.
- To consider issues in the design of a teacher education and development programmes with reference to sociocultural and socio-political contexts.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a thorough and critical understanding of the principles and techniques involved in language teacher education.
- 2. Demonstrate a systematic approach to the design of tasks for teacher education with reference to a specific context.
- 3. Develop a thorough understanding of the concept of reflection and reflective practitioner and its relevance to language teacher education and development.
- 4. Apply a critical understanding of the implications of the changing socio-political dimensions of TESOL contexts for teachers' professional identities.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Undertake a critical analysis of teacher education practices informed by theoretical insights regarding TESOL teacher development.
- 6. Apply the concept of reflective practitioner to an exploration of their own professional development individually, collaboratively and institutionally
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Engage in independent and cooperative learning with peers from different cultural and pedagogic backgrounds, as evidenced through group discussion.
- 8. Critically reflect on academic literature in the field of teacher education with specific reference to specific contexts
- 9. Identify and organise material to produce, to a deadline, a sound analysis of theoretical concepts related to the field and their application to a specific context
Syllabus plan
8 weekly sessions of two hours each:
Weeks 1-2: A critical discussion of the aims of teacher education. An overview of approaches to teacher education.
Weeks 3-4: An introduction to the concept of reflective practitioner and its implications for professional development.
Week 5-6: An overview of tasks and activities for teacher education/development.
Week 7: A critical discussion of how practicing teachers can be evaluated and supported.
Week 8: Effecting and managing teacher development in different sociocultural context.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 120 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching Activities | 30 | 10 x 1.5 Lectures |
| Guided Independent Study | 120 | Reading and preparation for assessment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| An outline and synopsis of the topic that will be worked on for the summative assessment | 1,000 words | 1 and 7, and, depending on topic, 2, 3, 4 and 6 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay which considers theoretical insights and their practical application to the application of teacher education principles to a particular language education context. | 100 | 2,750 | 1, 5, 6, 8 and 9 and, depending on topic, 2, 3 and 4. | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Re-submission of essay | 1, 5, 6, 8 and 9 and, depending on topic, 2, 3 and 4. | 6 weeks |
Re-assessment notes
Resubmission will be capped at a mark of 50%
Indicative learning resources - Basic reading
Bailey, K., Curtis, A. and Nunan, D. (2001) Pursuing Professional Development. Newbury House
Bolton, G. (2011) Reflective Practice (3rd edition). Sage.
Brandt, C. (2006) Allowing for practice: a critical issue in TESOL teacher preparation. ELTJ 60/4, pp.355-364
Burns, A. And Richards, J. (2009) The Cambridge Guide to Second Language Teacher Education. Cambridge University Press.
Farrell, T. S. C. (2007) Reflective Language Teaching. Continuum.
Richards, J. and Farrell, T. (2011) Practice Teaching: A Reflective Approach. Cambridge.
Wright, T. and Bolitho, R. (2007) Trainer Development. Lulu.com
Malderez, A. and Wedell, M. (2007) Teaching Teachers: Processes and Practices. Continuum.
Indicative learning resources - Other resources
Tutors will provide a detailed bibliography for the various topics covered.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 2010 |
| Last revision date | 11/08/2023 |
