Aims

•To provide participants with an overview of critical reflective practice (CRP) as a means of understanding TESOL contexts.

•To enable participants to develop professional practices which lead to self-development.

•To promote an understanding of the importance of using classroom data to improve approaches to teaching and learning.

•To facilitate an understanding of the relationship between classroom communication and language learning.

This module is designed to enable participants to gain an understanding of local context as a means of promoting awareness and improving approaches to teaching and learning. Context is viewed from several distinct (yet inter-related) perspectives: the global TESOL or teaching and learning in Higher Education context and the classroom context. Particpants taking the module will develop an understanding of critical reflective practice (CRP) procedures as a means of enhancing classroom awareness. In particular, we will consider how data (such as classroom recordings, case studies of students, teaching materials) can be used to foster professional development. The main purpose of the module is to demonstrate to practising teachers how they might become better teachers through their own professional self-development.

Outline Of Syllabus

Content of module:

Week 1: What is reflective practice?

Week 2: Reflective practice and classroom interaction

Week 3: Approaches to reflective practice

Week 4: Tools for doing reflection

Week 5: SETT (Self Evaluation of Teacher Talk)

Week 6: CIC: Classroom Interactional Competence

Week 7: Recording and analysing classroom interaction

Week 8: Collegial supervision

Week 9: Managing student feedback

Week 10: The Teaching Portfolio

Week 11: Module review

Week 12: Tutorials

Teaching Rationale And Relationship

‘Lectures’ will provide students with an overview of some of the more theoretical aspects of the module and also allow more ‘hands on’ workshop-type learning activities. The aim is to promote a discursive and dialogic type of learning environment in which learners exchange ideas and experiences under the guidance of the main tutor. The two tutorial sessions will be offered around the times of the assignment to provide additional learning support. In addition, students will have an opportunity to discuss their work, reflections on the module and their own professional development through electronic learning support such as email and Blackboard.

Assessment Rationale And Relationship

Assessment

      (a) Critical RP study. (4,000 words)                   80%

1.       Identify an ‘issue’ or ‘puzzle’ in your teaching. Say why you think it is an issue and why you’d like to investigate it.
2.       Consider the literature relevant to the issue. Use the literature and your own understanding of the context to explain the situation.
3.       Suggest how you might investigate the issue by, for example, collecting data, recording your teaching, etc.
4.       Suggest how you might modify or change your practices based on new understandings that you have gained from the data.

(b)       Critical RP study. Presentation.                   20%


Make a brief presentation of your proposed critical study in which you:

(a)       Outline the nature of the issue.

-       Say something about your context
-       describe the issue with reference to both the context and the literature

(b)       Suggest an approach to investigating it and include a rationale.

-       outline an action research approach to investigating the issue
-       describe HOW you would collect and use classroom data
-       what would you hope to uncover?

(c)       Consider how your practices might change.

-       Based on the literature, the data you would collect and your reflections, how might your practices change.
-       What would you do differently and how might this benefit your students?
-       How might you continue to develop in relation to the issue you have identified?

The assessment is designed to mirror the approach taken through the module: participants are tested on their ability to investigate in some detail one aspect of their teaching. They must demonstrate that they can identify an issue for investigation, describe (both orally and in writing) their intended approach and consider how their practices might change as a result of the process. Theory and practice will be integrated through the use of literature and a practical application.