Module EFPM269 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM269: Developing Language Teachers
This module descriptor refers to the 2019/0 academic year.
Module Aims
- 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.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 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. |
Discipline-Specific Skills | 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 |
Personal and Key Skills | 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 |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
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.