Postgraduate Course: Techniques & Processes of Teacher Education and Supervision for TESOL (EDUA11030)
|Moray House School of Education
|College of Humanities and Social Science
|Available to all students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|This course 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 course 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 (not applicable to Visiting Students)
Information for Visiting Students
|Displayed in Visiting Students Prospectus?
Course Delivery Information
|Not being delivered
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 of the module will be in two parts.
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. (1,000 words) (20% of total).
1. Detailed and full plan for one training session, identifying objectives, materials, procedures, implementation and follow-up strategies. (1,500 words; 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. (1,500 words) (30% of total).
|Mrs Yvonne Foley
|Mrs Moira Ross
Tel: (0131 6)51 6206