MA Educational Leadership / Course details

Year of entry: 2022

Coronavirus information for applicants and offer-holders

We understand that prospective students and offer-holders may have concerns about the ongoing coronavirus outbreak. The University is following the advice from Universities UK, Public Health England and the Foreign and Commonwealth Office.

Read our latest coronavirus information

Course unit details:
The Education of Language Teachers

Course unit fact file
Unit code EDUC70132
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 2
Offered by Education
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.

Learning Hours:

Activity Hours Allocated (face-to-face) Hours Allocated (DL)
Direct Teaching Input 12 x 2 hours sessions = 24  
Directed Online Study 34 48
Independent Reading 35 40
Proposed Tasks, Including Online Forum Exchange/ Collaborative Activity 30 40
Tutorials 2 2
Assessment 25 25


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

Intellectual skills

  • 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.

Practical skills

  • 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.

Assessment methods


One assignment addressing either of the following:


Word Length or Equivalent

Weighting within unit

  1. A critical evaluation of a teacher training or teacher development course/provision, or part thereof, with which you are familiar (either/both as a participant and/or a tutor) using criteria informed by the relevant (language) teacher education literature. Identify how this evaluation might be taken forward in terms of action planning for further teacher development in the context in which it is situated.


  1. Development of a teacher training or teacher development course/provision, or part thereof, as accompanied by a rationale (informed by the relevant (language) teacher education literature) which demonstrates how the proposed design addresses, and is appropriate for, a professional context (with which are familiar) and the needs of those involved in it.



  3,500 (+/- 10%)


Materials should be presented in appendices and these do not contribute towards the wordcount.



Feedback methods


Recommended reading


Some pre-reading:

Mann, S. (2005). The language teacher's development. Language Teaching 38: 103-118.


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

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

Study hours

Scheduled activity hours
Assessment written exam 25
eAssessment 34
Lectures 24
Practical classes & workshops 30
Tutorials 2
Independent study hours
Independent study 35

Teaching staff

Staff member Role
Diane Slaouti Unit coordinator

Additional notes

Direct teaching input - 12x 2 hour sessions = 24
Directed online study - 34 (Distance Learning - 48)
Independent reading - 35 (Distance Learning - 35)
Proposed tasks, including online forum exchange/collaborative activity - 30 (Distance Learning - 40)
Tutorials - 2 2
Assessment - 25 (Distance Learning - 25)

Return to course details