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 |
Module Content
Syllabus Plan
8 weekly sessions of two hours each:
Weeks 1-2: A critical discussion of the aims of teacher education. An overview of approaches to teacher education.
Weeks 3-4: An introduction to the concept of reflective practitioner and its implications for professional development.
Week 5-6: An overview of tasks and activities for teacher education/development.
Week 7: A critical discussion of how practicing teachers can be evaluated and supported.
Week 8: Effecting and managing teacher development in different sociocultural context.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
30 | 120 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
Tutors will provide a detailed bibliography for the various topics covered.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
A number of tasks which examine the theory and practice of teacher education/training; these will involve individual and group presentations. | Variable | 1 and 7, and, depending on topic, 2, 3, 4 and 6 | Oral comments from peers and tutor |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
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 | 3750 | 1, 5, 6, 8 and 9 and, depending on topic, 2, 3 and 4. | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
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 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.