CORE MODULE 3: TOOLS FOR PROFESSIONAL DEVELOPMENT

The aim of this module is to help student teachers embrace the process of professional development. It focuses on equipping teacher candidates with some important tools and adopting a positive attitude for this process. In this module, student teachers explore the process of analysis and reflection, learn about the research process and the diversity of research methods in education and conduct an action research study. In addition, they continuously master their skills in academic and professional language, style and discourse.

The organizing element for this module is the Teaching Portfolio, which student teachers create throughout their studies. This module is designed to provide them with skills to embrace the process of development. Students are encouraged to get engaged in the process of exploration of their own process of learning and teaching. Students learn about reflective teaching, the types and goals of teaching portfolio, and are offered many opportunities to explore their language learning and teaching experiences. Teacher candidates also learn about the process of research in education and rationale for teacher involvement in research. They also prepare and conduct a small-scale research study utilizing the action research paradigm.

Selected bibliography:

Bailey, K.M. 2006. Language Teacher Supervision. A Case-Based Approach. Cambridge: Cambridge University Press.

Bailey, K.M. and Nunan, D. (eds) 1996. Voices From the Language Classroom. Cambridge: Cambridge University Press.

Educational Technology and Mobile Learning. http://www.educatorstechnology.com

Farrell, T. Reflective Teaching. The Principles and Practices. Forum, v36 n4 Oct-Dec 1998

Gebhard, J.G. and Oprandy, R. 1999. Language Teaching Awareness. A Guide to Exploring Beliefs and Practice. Cambridge: Cambridge University Press.

James,P.2001Teachers in Action. Tasks for in-service teacher education and development. Cambridge: Cambridge University Press.

Kelly, M .and Grenfell, M. 2006.European Profile for Language Teacher Education. A Frame of Reference. www.lang.soton.ac.uk/profile.

Richards, J.C.1998. Beyond Training. Cambridge: Cambridge University Press.

Richards, J.C and Farrell,T.C.2011. Practice Teaching. A Reflective Approach. Cambridge: Cambridge University Press.

Richards, J.C and Farrell,T.C.2005.Professional Development for Language Teachers. Strategies for Teacher Learning. Cambridge: Cambridge University Press.

Richards, J.C. and Lockhart,C. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Randall, M. And Thornton,B.2001.Advising and Supporting Teachers. Cambridge: Cambridge University Press

Tripp,D.,1993. Critical Incidents in Teaching. Developing Professional Judgement. London: RoutledgeEuropean Profile for

Cohen, Manion & Morisson,( 2007). Research Methods in Education. Routledge: London

Gay, L.R., & Mills, G.E., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Application, (8th ed.). Saddle River. NJ: Pearson Prentice-Hall.

Mackay, A.& Gass, S. (2012). Research Second Language Acquisition: A Practical Guide. Wiley-Blackwell: London

Knowledge and understanding

• Student teacher understands the role of reflection in teaching as the basis for creating teacher’s own theory and self-assessment

• Student teacher knows the basic types of educational research and the ethics of conducting educational research

• Student teacher has the basic knowledge of research methodology including action research

• Student teacher is acquainted with the process of conducting research

Skills

 Student teacher is able to design a research proposal and write the proposal using appropriate language and style

 Student teacher is able to reflect on his/her own practice, recognize own strengths and weakness and plan some professional development activities

 Student teacher is able to present both in oral and in writing some theoretical concepts and justify their importance for teaching and learning

 Student teacher is able to integrate the theoretical and practical knowledge coming from various subjects to describe his/her own process of learning

Competences:

 Student teacher is aware of the need for the continuous professional development and is engaged in the process of this development

 Student teacher is engaged in the process of broadening her knowledge and skills in educational topics

 Student teacher is able to cooperate with various members of the research team and teaching staff

 Student teacher is aware of the constant need for analyzing educational process, be ready to take action

The module assessment consists of two parts:

The first part is the course assessment based on the particular course content. Students need to obtain a pass in order to proceed to the module exam. The module exam is based on creating and defending/answering questions regarding their portfolio entries by of the committee members.