2021/22 Taught Postgraduate Module Catalogue

EDUC5919M Current Issues in Second Language Teacher Education

30 creditsClass Size: 30

Module manager: Dr Judith Hanks
Email: j.i.hanks@education.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2021/22

Pre-requisite qualifications

At least 2 years experience of working as a language teacher.

Module replaces

EDUC5925M and EDUC5306M

This module is not approved as an Elective

Module summary

The goals of the module are to enhance your knowledge and understanding of the current issues informing debates in the field of second language teacher education.The module will introduce you to the intercultural and interdisciplinary study of Second Language Teacher Education (SLTE) in international settings, focussing particularly on TESOL. You will have the opportunity to read widely and discuss current issues in SLTE, considering how teachers are educated and what skills teacher educators need. A core component of the module will be student-led discussions, drawing on current literature and your own context-specific experiences as a teacher educator or participant in teacher education.The module starts by examining the principles underpinning SLTE, and considers different ways in which teacher education has been conceptualised over time, coming to present-day issues. The notions of teacher learning, teacher research, and exploratory practice are discussed, and factors affecting teacher development are analysed. Through this module, you will develop your knowledge of key theoretical, ethical, methodological and pedagogical issues in the field of SLTE.The learning outcomes of this module will help to provide you with a greater understanding of the theory, knowledge and skills underpinning the role of a 'teacher of teachers'. Previous students enrolled on this module have gained the confidence to take on a teacher educator role in their institution or further develop their current teacher educator job.

Objectives

On completion of this module, students will possess a systematic understanding, and critical awareness, of:
- The theoretical and pedagogical underpinnings of different models of Second Language Teacher Education (SLTE)
- The goals of SLTE, the complexities of teacher learning, and the factors which affect teachers' learning processes in different contexts
- The principles of 'fully inclusive practitioner research', including action research, exploratory practice, and reflective practice, and the implications these frameworks have for teacher education
- The nature of understanding and of knowledge in SLTE, including the ethical dilemmas and methodological decisions facing those researching the field
- The social nature of SLTE, and the need to consider teachers (and others) as active agents in researching pedagogy.

Learning outcomes
Students will:
1. Critically analyse a range of literature, including foci on theoretical, methodological, ethical and pedagogical texts, to show how these contribute to the ongoing development of the field of SLTE
2. Build considered and convincing arguments (orally and in writing) regarding key issues of SLTE
3. Demonstrate enhanced awareness and understanding of the theoretical frameworks underpinning roles of teachers, teacher educators in SLTE
4. Demonstrate enhanced awareness and understanding of the complexities of language learning, teaching and teacher education
5. Show enhanced awareness and understanding of the social nature of SLTE, of classroom language learning and teaching, and the agency of teachers (and others) as potential researchers of praxis
6. Demonstrate enhanced reflective awareness of their own contributions to SLTE theory, pedagogy, and methodology.

Syllabus

Indicative content.

Areas of study will be negotiated with students, and will include the following:

Seminars 1-3: Introduction to module; Identification of current issues and debates informing SLTE in the 21st century; Discussion of theoretical underpinnings of models of SLTE; Discussion of teacher agency in 'fully inclusive practitioner research', including action research, reflective practice and exploratory practice.

Seminars 4-6: Methodological and ethical issues involved in researching SLTE in context; Collegiality and the need to integrate research ad practice; Teacher learning and teacher cognition; International educational culture(s) and intercultural understandings in SLTE; Analysis of first set of case studies of SLTE in global contexts.

Seminars 7-9: Current trends underpinning debates around professional development in SLTE in times of educational change; Ethical and methodological issues informing developments in theory and pedagogy in SLTE; Student-led presentations and discussions.

Seminars 10-12: Identification of future directions in SLTE, and the challenges the field faces; Discussion of sustainability, ethics and quality of life in SLTE; Analysis of second set of case studies of SLTE in global contexts; Review and preparation for written assignment.

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	11	2.00	22.00
Tutorial	2	0.50	1.00
Private study hours			277.00
Total Contact hours			23.00
Total hours (100hr per 10 credits)			300.00

Private study

Seminars will require preparatory and follow-up reading. Each session will provide details of on-line materials relevant to the syllabus. Students will be encouraged to extend their research beyond these sources. Students will be encouraged to engage in follow-up tasks for seminars on the Minerva Discussion board.

Students will create and orally present posters based on an issue/context in Second Language Teacher Education. They will also produce a written critical discussion of an aspect of Second Language Teacher Education. Both of these will involve extensive preparation through critical reading and writing.

Opportunities for Formative Feedback

Students will receive informal feedback following discussions in class. They will also have the opportunity to meet for a tutorial with lecturers/tutors in the week(s) before their poster presentation, in which they may receive feedback on their draft.

Students will receive formal formative feedback following their poster presentation. This will feed into their preparations for the written assignment at the end of Semester 2.

Students will receive one set of formal formative feedback on a written outline/draft of their assignment. They will also have the opportunity to meet for a tutorial with lecturers/tutors in the week(s) before their written assignment is due, in which they may discuss questions about feedback on their draft.

Progress will be monitored by means of regular reviews of student understandings, through in-class and out-of-class tasks. Students will review key literature on critical issues and debates in SLTE. Students will prepare and lead discussions and activities drawing on their reflections on their experiences as teacher educations and leaders/facilitators of professional development.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	4,500 words	70.00
Poster Presentation	1,800 words (equivalent to)	30.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 11/01/2022 15:43:20

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