MA Educational Leadership
Year of entry: 2022
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Course unit details:
The Education of Language Teachers
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Semester 2|
|Available as a free choice unit?||Yes|
The course unit introduces key concepts in teacher education, including distinctions between teacher education, teacher training, and teacher evelopment, as well as competing theoretical models of teacher education. It stimulates understandings of self in relation to professional development, the importance of context in teacher education and of the exploration of such context through reflective practice and action research. The knowledge base of teacher education is debated, along with perspectives on teacher learning in both pre and in-service contexts. Professional development within institutional frameworks is also explored. A series of units cover themes including observation and feedback, language awareness, critical pedagogy, personal learning networks, collaborative teacher development, course design and evaluation.
This unit aims to:
- initiate, or further develop, professional competence in the area of language teacher education with an increased awareness of the complexity of providing training or development opportunities for teachers that are appropriate to local educational contexts;
- develop participants’ skill in critically reflecting on their previous teaching or teacher education experiences, whether as learners, teachers, trainees or trainers, in the light of research, theory, and current areas of debate in language teacher education;
- develop a knowledge and understanding of past and current theories of, and research into, language teacher education and the skills of relating that theory and research to particular teacher education contexts;
- facilitate the continuing theorisation of teacher education praxis.
Teaching and learning methods
The course content mixes seminar-type input (delivered in the case of distance participants via on-line materials, including video), small group work in various formats, case studies, guided reading, participant-led discussions (open to participants both on-site and in-context), reflective tasks, workshops, and a variety of demonstration processes.
|Activity||Hours Allocated (face-to-face)||Hours Allocated (DL)|
|Direct Teaching Input||12 x 2 hours sessions = 24|
|Directed Online Study||34||48|
|Proposed Tasks, Including Online Forum Exchange/ Collaborative Activity||30||40|
Knowledge and understanding
- demonstrate a general knowledge and understanding of theories of, and research into, language teacher education;
- understand how particular contexts will require particular approaches
- Critically reflect on personal teaching or training experiences and their appropriateness for particular educational contexts;
- demonstrate skills in applying knowledge and understanding to the analysis and evaluation of the content and process of specific language teacher education course components and/or materials for language teacher education;
- interact critically with the literature of the field, including its socio-political aspects.
- engage in professional self-development activities and facilitate these for others;
- undertake an analysis of the training and/or development needs of a particular group of trainees or teachers;
- adapt and/or develop appropriate content and processes for course components and/or materials for a particular group of trainees or teachers.
Transferable skills and personal qualities
On successful completion of this course unit, participants should have developed:
- Enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking;
- Enhanced skills in interpersonal and intercultural communication;
- Enhanced skills in team work and collaborative practice;
- An appreciation of the value of reflection in professional practice; and
- Autonomy and enhanced meta-cognitive strategies with regard to further professional development.
One assignment addressing either of the following:
Word Length or Equivalent
Weighting within unit
3,500 (+/- 10%)
Materials should be presented in appendices and these do not contribute towards the wordcount.
Mann, S. (2005). The language teacher's development. Language Teaching 38: 103-118. http://wrap.warwick.ac.uk/3249/1/WRAP_Mann_State_of__ART.pdf
Recommended core text:
Richards, J.C. and T.S. Farrell (2005). Professional Development for Language Teachers. Cambridge: Cambridge University Press.
An excellent overview collection of papers is:
Burns, A. & Richards, J. (eds.) (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press.
Depending on the interests that participants have or develop, the following are also recommended:
Arndt, V., Harvey, P. and Nuttall, J. 2000. Alive to Language: perspectives on language awareness for English language teachers. Cambridge: CUP
Bailey, K. 2006. Language Teacher Supervision: A case-based approach. Cambridge: CUP
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Edge, J. (2002). Continuing Cooperative Development: A Discourse Framework for Individuals as Colleagues. Ann Arbor: University of Michigan Press.
Edge, J. and Mann, S. Eds. 2013. Innovations in pre-service education and training for English Language Teachers. British Council. Available https://www.teachingenglish.org.uk/sites/teacheng/files/C442_Innovations_PRESETT_FINAL_WEB%20ONLY_v2.pdf
Farrell, T. (2015) Promoting Teacher Reflection in Second Language Education. London: Routledge
Freeman. D. (2016) Educating Second Language Teachers. Oxford: OUP
Gebhard, J. and R. Oprandy (1999). Language Teaching Awareness: A Guide to Exploring Beliefs and Practices. Cambridge: Cambridge University Press.
Johnson, K. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
Parrott, M. (1993). Tasks for Language Teachers: A Resource Book for Training and Development. Cambridge: Cambridge University Press.
Richards, J.C. and D. Nunan (eds.) (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.
Richards, J. C. and Farrell, T. S. (2011). Practice Teaching: A reflective approach. Cambridge: CUP
Tedick, D. (ed.) (2005). Second Language Teacher Education: International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.
Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge: Cambridge University Press.
Wallace, M.J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press.
Wilson, R. and Poulter, M. (eds) (2015) Assessing Language Teachers’ Professional Skills and Knowledge. Cambridge: CUP
The main journals referred to are ELT Journal and TESOL Quarterly. Electronically available a