Module LANG42615: Teacher Training, Development and Education

Department: English Language Centre

LANG42615: Teacher Training, Development and Education

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• at the end of this module students will:
• have an understanding of the training and development techniques currently available for pre- and in-service teacher education
• have an understanding of how different socio-cultural, political and methodological contexts affect the design of training and development programmes
• have an understanding of the concept of reflection and its importance in teacher development
• have had some practical experience of teacher observations and creating observation tools
• have an understanding and some practical experience of a variety of feedback techniques
• understand how to evaluate and/or design pre-service training courses
• understand how to evaluate and/or design a series of in-service teacher development sessions

Content

• this module is aimed at teacher practitioners on the course who would like to learn more about the processes involved in providing and supporting initial teacher training and continuing teacher development and education
• this module aims at providing teachers with the tools for 'training' and 'developing' other teachers. It will provide teachers with practical ideas of how a teacher trainer might go about planning an initial teacher development course or a series of teacher development workshops, choosing appropriate input, assessing and giving feedback on a teacher's classroom practice
• it will focus on various methods of teacher development such as observation, peer teaching, implementing reflective practice and fostering teachers with the means for continuous professional development. There will be a focus on how to observe and give feedback, how to design appropriate observation and feedback tasks.
• students will also look at case studies and example of current practice in teacher training (both pre- and in-service training) in relation to specific contexts and methodological approaches and training and will critically reflect on the effectiveness of these practices for different teachers in different contexts

Learning Outcomes

• Knowledge of key approaches to training in the field of ELT
• Knowledge of a variety of teacher training techniques currently available
• Knowledge of observation and feedback techniques
• Understanding of the difference between pre-service teacher training and in-service teacher development needs
• Understanding of reflective teaching

• The ability to evaluate and/or design pre-service and in-service training courses
• The ability to plan, evaluate and/or understand what makes effective teacher observations in a specific (cultural) context
• The ability to plan, evaluate and/or understand how to deliver clear, appropriate feedback to teachers in a specific cultural context
• An understanding of the process of critical evaluation and reflection on other teachers’ performance both inside and outside of the classroom

• Ability to read and understand primary texts in language teacher training pedagogy

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• the weekly sessions will provide a background in current approaches to issues, theories and practice in teacher development and education
• this input will take the form of lectures and seminar/workshops where students will be engaged in the practical application of these theories
• part of students reading hours may be used for classroom observations

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be given in-class tasks which will prepare them for the assignment which look at different types of training courses and contexts

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University