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| Unit name |
Teacher Learning in TESOL |
| Unit code |
EDUCM5910 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Mr. Clibbon |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
The unit explores the factors which affect teacher learning. It takes a reflective and discursive approach to teacher learning in relation to contexts where teachers teach English to speakers of other languages. The unit builds on participants' experiences of training and planned professional development opportunities in the achievement of expertise in TESOL. There is a focus on aspects of career development, such as moving from teaching to teacher education, and professional development for taking on roles of responsibility in institutions. The unit provides opportunities to reflect on classroom practice and teacher learning in diverse social, cultural and institutional contexts.
Aims:
- To promote the ability to understand and critique approaches to teacher learning in institutional contexts including courses of teacher training and schemes for professional development;
- To develop the ability to frame methods of promoting institutional improvement through teacher learning and development;
Intended Learning Outcomes
By the end of this unit, students will have developed an understanding of:
- the nature of teaching, teacher learning, training and development;
- teacher learning and formal modes of enquiry such as Action Research, Reflective and Exploratory Practice;
- policy and institutional perspectives on teacher learning, particularly in contexts of initial teacher training, ongoing professional development and curricular innovation;
- schemes for appraisal, assessment and self-assessment of teacher learning.
By the end of this unit, students will have developed skills in:
- designing programmes for teacher learning, including analysis of base lines;
- critiquing and improving policies and schemes for formal teacher learning, including initial teacher training.
Teaching Information
- Lecture input
- Online learning support (Blackboard)
- Presentations,
- Small group work,
- Seminars or workshops,
- Simulations,
- Individual tutorials and supported self study.
Individualised and supervised studies to include on-line discussion, supervision and directed reading
Assessment Information
Either:
A negotiated assignment of 4,000 words (or equivalent) exploring professional aspects of teacher training or professional development in TESOL,, informed by both current perspectives in the literature, and the development needs of a specific curricular context.
Or
An outline proposal of 4,000 words (or equivalent) for an empirical research study addressing a current theoretical or curricular issue in teacher training or professional development in TESOL, including a focussed literature review, research questions and procedures for data collection and data analysis.
Reading and References
- Bailey, K. M., Curtis, A. and Nunan, D. (2001) Pursuing Professional Development: The Self as Source, Boston MA: Thompson/Heinle and Heinle
- Freeman, D. and Richards, J. C. (Eds) (1996) Teacher Learning in Language Teaching, Cambridge: Cambridge University Press
- Richards, J. C. (1998) Beyond Training: Perspectives on Language Teacher Education, Cambridge: Cambridge University Press
- Richards, J. C. and Farrell, T. S. C. (2005) Professional Development for Language Teachers, Cambridge: Cambridge University Press
- Richards, J. C. and Lockhart, C. (1994) Reflective Teaching in Second language Classrooms, Cambridge: Cambridge University Press
- Tsui, A. M. B. (2003) Understanding Expertise in Teaching: Case studies of ESL teachers, Cambridge: Cambridge University Press
