Developing Language Teachers
| Module title | Developing Language Teachers |
|---|---|
| Module code | EFPM269 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Professor Dongbo Zhang (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module aims to promote your life-long development as a language teacher and help you to develop a capacity for promoting that development of other teachers in TESOL. A central focus of this module is on teachers, teaching, and teacher learning, especially, the complexity of what teachers know and think in relation to what they do in their classrooms and the different approaches for teacher education and learning in diverse TESOL contexts. Throughout the module, you will be engaged in analysing and discussing who you are, what you know, what you think, how you teach as a TESOL practitioner in comparison with the thinking and teaching of other members of the class. You will learn how to reflect on your practices and further your own learning as a teacher as well as how to work with other teachers to encourage them to reflect on their work and improve their skills through a variety of approaches.
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
Ten weekly sessions of two hours each:
Session 1 Module introduction; Changing contexts of TESOL and language teachers
Session 2 Language Teacher Knowledge Base
Session 3 Language Teacher Knowledge Base
Session 4 Language Teacher Cognition
Session 5 ‘Case’ Presentation and Discussion
Session 6 Language Teacher Cognition
Session 7 Language Teacher Learning and Development
Session 8 Language Teacher Learning and Development
Session 9 Researching Language Teachers
Session 10 Discussion and Assessment Preparation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 20 | 130 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching Activities | 20 | 10 x 2-hour Lectures |
| Guided Independent Study | 130 | Directed reading; Case study on language teachers and presentation preparation; Preparation for formative and summative assessments |
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 |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 | 28/02/2024 |
