Sept (Term 1) Jan (Term 2) April (Term 3) and July (Summer)
MODULES 1 and 2a/b (60 credits) MODULES 3 and 4 (60 credits) DISSERTATION PREPARATION (including Research Methodology)
Module 1 (Core Studies) Approaches to Teaching and Learning (30 credits) Introduction of broad themes in teaching and learning, and research/inquiry skills. (Inquiry skills are taught throughout the modules
Module 2a (Subject Studies) English Language Teaching Studies (15 credits) Focus on ELT methodology
Module 2b (Professional Studies) (15 credits) Choice from Language Awareness for ELT Professionals and Professional Applications of Information and Communications Technology (ICT)
Module 3 (Professional Field Studies) Skills for Teacher Education (30 credits) Development of skills for teacher educators, from one-to-one to group teacher education sessions
Module 4 (Professional Field Studies) Strategies for Teacher Education (30 credits) Focus on all aspects of the design and management of teacher education and development programmes
Dissertation After successfully completing the taught programme of modules you prepare a dissertation, a study of 20,000 words. This is an opportunity for you to explore in depth an issue or area of professional interest and concern. It involves: personal research critical reflection on previous work in your area of interest practical work such as the design of instructional or training materials suitable for a specific context Your dissertation is prepared under the supervision of a tutor. Teaching, Learning and Assessment The modules are taught with an emphasis on active learning methods appropriate for adult education in small to medium-sized groups (normally 12-15). We encourage your participation in sessions.
Each module is assessed by means of written assignments and portfolio tasks. Assignments link theory and practice and include research elements, as well as appropriate background reading. Portfolio tasks invite you to develop your capacities as a learner.
Professional Enrichment There will be opportunities for professional enrichment outside the normal training sessions, including observation of teaching and visits to other educational settings. There is also a professional attachment to an educational institution which is an opportunity to engage with the school experience of trainee teachers.
Normally you would have at least 2 years’ relevant professional experience, a first degree (or approved equivalent) and evidence of proficiency in English if not a mother tongue speaker (IEL
Recipient: University of St Mark & St John
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