Postgraduate Course: SECOND LANGUAGE TEACHER EDUCATION (EDUA11284)
|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 TESOL, 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
|Delivery period: 2013/14 Semester 2, Available to all students (SV1)
|Learn enabled: Yes
|Class Delivery Information
Lecture and Workshop
Group 1: Thomson's Land G9
Group 2: Thmson's Land G10
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
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.
Students are required to write a critical reflection that incorporates their thoughts, views, ideas, and experiences as teacher learners in a 1100 word summary of a reflective journal that they are required to keep during the course. Students are required to use relevant literature related to the course as they critically reflect upon their thoughts, views, ideas, and experiences and integrate it into their weekly reflections. This is worth 40% of the total.
Reflective Journal: Students are required to write a weekly reflective journal entry (students will be given a journal contract at the beginning of the course), discussing any topics or issues which interest them as a result of studying the Second Language Teacher Education course. They may wish to discuss topics that have reinforced, influenced or changed their ideas on teaching and the ¿training¿ of other teachers. They may also wish to write about their practical experiences in the classroom, or within teacher education contexts, and show how these relate to theory. These reflections must be supported with the relevant literature that is discussed on a weekly basis during the course; policy should also be considered at a school or national levels.
Students are required to write their journal reflections on a facility set up by the course tutor on LEARN, or the system the university is using. The journal is a public document which can be seen by class members and tutors. This means that the content of the journal needs to be appropriate and follow professional standards. Class members are required to post weekly comments on the reflections of other class members in order to facilitate a critical reflective process. Tutors on the course will provide each class member with two responses to their reflections over the period of the course.
Part B: Micro context
1. Detailed and full plan for one training session, identifying objectives, materials, procedures, implementation and follow-up strategies. (30% of total = 1400 words)
2. Rationale including critical discussion of theory and practice issues for two or three aspects of training and supervision proposed in the plan. (30% of total = 1500 words). (e.g. what do you focus on in the micro-teaching).
Assessment for the course consists of three assessment activities that are weighted in the following way:
Part A = 40% of the total
Part B.1 = 30% of the total
Part B.2 = 30% of the total
Students must gain an average pass mark of 40% in order to pass the course.
|Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge Guide to second language teacher education. Cambridge: Cambridge University Press.
Farrell, T.S.C. (2007) Reflective Language Teaching. London: Continuum.
Johnson, K. E. (2009). Second language teacher education. A sociocultural perspective. London: Routledge.
|Mrs Yvonne Foley
|Mrs Moira Ross
Tel: (0131 6)51 6206
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am