Techniques & Processes of Teacher Education and Supervision for Tesol (P00224)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P00224

This module aims to provide an introduction or updating for more experienced teachers of ESOL, wishing to be familiar with a range of available techniques and approaches for in-service teacher development and initial teacher training. Focus of the module units is primarily the study of practice, although consideration of theoretical approaches is also involved for an explicit awareness of beliefs and theories underpinning current teacher education practices in the field of TESOL. It is desirable, for easier uptake of both practical and theoretical concepts introduced this module, to have had some relevant experience of TESOL teacher education, although this is not a specific requirement of entry to the module. An immediate outcome of this module may be ideas and understanding, at the level of both theory and practice, for ways of managing innovation and change in teachers' professional classroom practice, ideas which participants may wish to develop further as part of their dissertation.

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Semester 2 (Blocks 3-4)

? Contact Teaching Time : 3 hour(s) per week for 10 weeks

First Class Information

Date	Start	End	Room	Area	Additional Information
10/01/2008	10:00	:

All of the following classes

Type	Day	Start	End	Area
Lecture	Thursday	10:00	12:00	Central
Lecture	Thursday	12:10	13:00	Central

? Additional Class Information : Weeks 12-16 & 18-22

Summary of Intended Learning Outcomes

By the end of this module participants will:
- be familiar with a number of techniques for conducting pre- and in-service teacher training and supervision for TESOL;
- be able to make informed choices about such techniques for use in contexts with which they are familiar;
- be aware of issues of process in teacher development and ways of approaching the role of a trainer and supervisor for TESOL;
- be able to discuss critically possible effects of choosing training inputs for TESOL, and of adopting particular roles for managing related processes of teacher learning and supervision of teacher practice;
- be aware of language implications and demands of various training techniques and processes, and of setting appropriate goals and objectives for enrichment of teachers' English language competence and proficiency within professional training programs;
- be aware of distinctions between teaching ESOL on the one hand, and training and supporting teachers of ESOL on the other (the latter being a form of adult education and training), and of how to modify behaviour in the light of such awareness;
- be aware of available methods of assessing initial teaching competence and techniques for teacher appraisal;
- be able to follow and critically evaluate relevance of on-going research and development dialogue on teacher education and supervision techniques and processes for familiar contexts.

Assessment Information

Assessment of the module will be in two parts.

Part A:
1. Outline plan of a teacher training or development sequence, for a context familiar to the participant (a brief description of this context should be supplied, but will not form part of the assessment), identifying goals, content and types of inputs and activities, follow-up activities, assessment/evaluation as appropriate. (20% of total)
2. Rationale for this plan relating teacher training/development goals to TESOL context and perceived needs. (1-2,000 words) (20% of total).

Part B:
1. Detailed and full plan for one training session, identifying objectives, materials, procedures, implementation and follow-up strategies. (30% of total)
2. Rationale including critical discussion of theory and practice issues for two or three aspects of training and supervision proposed in the plan. (2-3,000 words) (30% of total).