Introductory description

This optional module is designed for MA TESOL students who wish to develop specialist expertise in teacher training and development.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This module is intended for students who are involved in, or expect to become involved in teacher training and development. The teaching activities will focus on investigating and discussing different approaches to teacher education methodology including digital and on-line modes. The module will introduce issues related to the design of courses of teacher training or teacher development that will be introduced through case studies and vignettes. We consider how teachers in both pre and in-service contexts can be involved in their development through discussion, tasks and reflective processes. The module will include a mentoring programme what will allow participants to collect data which could be used in their assignment.

The following is an indicative list of topics to be covered in 8 weeks:

1. Introduction to Module/Assignment Brief/ on-line support/ the importance of context
   (e.g. pre-service). Team Processes /working in teams/collaboration (including cooperative
   development)
2. Reflective and active processes (including reflective practice)
3. Training and Development Needs analysis/Organisation and conduct of teaching practice
   (e.g. feedback)/
4. Feedback processes (written and spoken)
5. Investigating the blended classroom/ICT/flipped training/video materials
6. Mentoring/Mentoring project involvement
7. Assessment and Evaluation of training and development courses of PRESET and INSET
8. Presentation of assignment idea (PPT presentations)/ Feedback on presentations

Learning outcomes

By the end of the module, students should be able to:

• Participants will show a profound knowledge and critical understanding of good principles and theoretical constructs of educational and applied linguistics training and development concepts (e.g. constructivism), in designing and developing training and development courses, and articulating key aspects of these in different contexts.
• Participants will reflect on and articulate key aspects of their teacher training and development context.
• Participants will select appropriate input and text material, and critically evaluate existing training schemes and materials.

Indicative reading list

Akbari, R. (2007) ‘Reflections on Reflection: A Critical Appraisal of Reflective Practices in L2
Teacher Education.’ System: An International Journal of Educational Technology and Applied
Linguistics 35/2: 192-220.
Bailey, Kathleen M., Andy Curtis and David Nunan (2001) Pursuing Professional Development: The
Self as Source. Heinle and Heinle.
Copland, F. (2010) Causes of tension in post-observation feedback in pre-service teacher training:
An alternative view. Teaching And Teacher Education, 26(3), 466-472.
Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning. London & New York:
The Falmer Press.
Grossman, P. (2005) Research on pedagogical approaches in teacher education. In M. Coehran-
Smith & K.M. Zeichner (Eds.), Studying teacher education (pp. 425-476). Mahwah, NJ: Erlbaum.
Head, Katie and Pauline Taylor (1997) Readings in Teacher Development. Oxford: Heinemann ELT
Hobson, A. & Malderez, A. (2013) Judgementoring and other threats to realizing the potential of
school‐based mentoring in teacher education. Intl Jnl Of Ment & Coach In Ed, 2(2), 89-108
Howe, C. & N. Mercer (2012) Explaining the dialogic processes of teaching and learning: The value
and potential of sociocultural theory. Learning, culture and social interaction. 1/1
Kindle, K J. & C. Schmidt. (2013) Developing Preservice Teachers: A Self-Study of Instructor
Scaffolding. Reading Improvement, 50/3 p83-100
Loughran, John. (2011) On Becoming a Teacher Educator. Journal of Education for Teaching 37,:3,
279–291
Mann S. and Walsh S. (2017) Reflective Practice in English Language Teaching: Research-Based
Principles and Practices (ESL & Applied Linguistics Professional Series).
Rhine,S. & J. Bryant (2007) Enhancing pre‐service teachers’ reflective practice with digital
video‐based dialogue, Reflective Practice, 8:3, 345-358,
Wright, Tony and Rod Bolitho (2007) Trainer Development. Lulu Publishing.
Woodward, T. (1991) Models and metaphors in language teacher training. Cambridge. Cambridge
University Press.

Subject specific skills

• Evaluate courses for different teacher training and development contexts for specific training and development contexts.
• Identify and justify for a particular context their own proposed approach(es) with reference to theory and research.
• Demonstrate understanding and basic application of statistical analysis of test items (classical test theory).

Transferable skills

• Communicate clearly and contribute effectively in discussions
• Give presentations, using media and graphs appropriately
• Work collaboratively in teams
• Communicate ideas effectively in writing, using appropriate wording and structure
• Understand and use information technology for pedagogically appropriate training and development
• Use library resources for research purposes
• Work independently
• Plan and manage time and workload to meet deadlines