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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23

Department: Durham Centre for Academic Development

LANG42015: Advanced Teaching Practice: The Reflective Practitioner

Type Tied Level 4 Credits 15 Availability Available in 2021/22
Tied to Q3K807 Applied Linguistics for TESOL

Prerequisites

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Corequisites

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Excluded Combination of Modules

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Aims

  • at the end of this module students will:
  • demonstrate a facility with a variety of teaching methodologies and classroom techniques and practices
  • demonstrate knowledge of a range of techniques and practices that inform the language classroom and be able to demonstrate the practical application of these in their own teaching and lesson planning
  • demonstrate an ability to prepare and deliver lessons appropriate to the specific needs of their students
  • demonstrate the ability to design and implement appropriate lesson sequences with appropriate timings, materials and interactions for the students in their context
  • demonstrate an ability to critically reflect on aspects of their teaching practice both as observers and as practitioners
  • have been teaching/observing and involved in feedback approx 10-15 hours of teaching practice which will both enable them to reflect critically and evaluate their own and others' practice and in turn aid their professional development
  • be able to draw on methodology and theories of language learning to underpin choices made in teaching practice and lesson planning

Content

  • this module is designed to develop experienced teachers' classroom practice and provide them with the tools to critically reflect on and evaluate their own and other's teaching. As such, the main part of the module will be taken up with the students teaching a group of real foreign language learners in the classroom and in this sense it is very much 'practical' in nature. Students will teach a group of international students, observe their peers teaching and then reflect on their own and their peers' performance in the classroom
  • there will be approxinmate 10-15 hours of teaching practice sessions with adult English langugage learners on the module which will not only practically aid students to improve their teaching skills but also equip them with tools which will aid their overall professional development. Tutors and peers will provide feedback on teaching, focussing on areas of strength and aspects of teaching practice that could be improved upon and thought differently about with the aim of aiding future lessons and teaching
  • the module is designed to complement the Language Teaching Methodology module which focusses on the theoretical approaches to language teaching. Theories will be thus 'tested', 'reflected on' and explored through the reality of classroom practice. Students will plan and design their own course and classes and this will be done in a collaborative environment with imput from peers and tutors
  • introductory lectures will set up the module, preparing students on how to ‘do’ reflective practice, providing them with tools on observation and using video, as well as lesson planning and using literature
  • seminars will focus on post-lesson reflection and on lesson planning for TP. Students will be guided on how to reflect on various aspects of praqctice using a number of tools which will involve using online discussion board, engaging with video recordings of practice and with pedagogic literature. Areas of focus will come out of practice sessions and may include for example, classroom management, dealing with language, improving skills teaching etc. Seminars will be led by discussions of key areas based on pre-prepared tasks and reading, leading to an enhanced understanding of classroom practice and a development of the individual student-teachers' teaching skills through reflection.

Learning Outcomes

Subject-specific Knowledge:
  • understanding a variety of language teaching techniques and methodologies and how they might be applied to the classroom
  • knowledge of lesson plan design based on the range of current techniques in language pedagogy
  • understanding of the concept of, history and development of reflective practice and its application in pedagogic settings with a focus on ELT with an emphasis on how this relates to teacher development
Subject-specific Skills:
  • ability to critically appraise the language teaching techniques and methodologies currently available and the ability to demonstrate these effectively in a classroom context
  • ability to critically evaluate teaching techniques
  • development of pedagogical creativity and the ability to demonstrate this in the classroom
  • ability to apply appropriate classroom management techniques
  • ability to design and implement lessons for a particular context and group of learners that reflect current and appropriate teaching techniques and methods
  • ability to purposefully engage and involve learners in the learning process
  • ability to reflect on one's own and others' practice and to demonstrate learning and development in relation to reflective practice
Key Skills:
  • ability to read and understand primary texts in language pedagogy
  • ability to understand and critically evaluate and reflect on one's own performance and that of others

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • the course will fundamentally be student-led and involve students teaching a group of non-native English language learners in the classroom
  • the key weekly sessions will involve teaching practice, observation and feedback on teaching. Students will be expected to keep a journal reflecting on learning in these sessions
  • the supplementary seminars will focus on key areas related to all aspects of teaching and the classroom, for example: classroom management, staging lessons, teaching skills, focussing on language etc. These seminars will again be predominantly student-led with tutor comment

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 4 week 1 and 2 2/3 hours 10
Seminars 8 weekly from week 3 2 hour 16
Teaching Practice 8 weekly, preceding the seminar 3 hours (1 hour prep & feedback) 24
Preparation and Reading 100

Summative Assessment

Component: Reflective Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Reflective Assignment 2,500 words 100%

Formative Assessment:

Evaluation of reflective journals


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University