TESOL Teacher Education
A Reflective Approach
- Includes tasks, discussion questions and data-based vignettes from diverse contexts of language teachers
- Takes a reflective approach to TESOL teacher education that starts in pre-service education but extends the educational experiences to ‘novice-service TESOL teacher education’
- Encourages self-assessment in collaborative interactions with teacher educators, mentors, and supervisors
A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education – the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.
Introduction1. TESOL Teacher Education: Getting OrientedPreamble Introduction TESOL Teacher Education: Whose Needs? TESOL Teacher Education: Becoming ‘Students of Teaching’ Three Core Assumptions Conclusion 2. TESOL Teacher Education: A Novice-Service ApproachPreamble Introduction TESOL Teacher Education: Two Inconvenient Truths Inconvenient Truth #1: Theory/Practice Gap Theory/Practice Gap: What Is Said Theory/Practice Gap: What Is Done Engaging Learner TESOL Teachers Inconvenient Truth #2: Early Career TESOL Teacher Abandonment TESOL Teacher Education: A Novice Service Framework Conclusion 3. TESOL Teacher Education: Reflection-As-ActionPreamble Introduction TESOL Teacher Education: Moving Towards Reflection-As-Action Framework For Reflecting On Practice Reflecting On Philosophy Reflecting On Principles Reflecting on Theory Reflecting On Practice Reflecting Beyond Practice Conclusion 4. TESOL Teacher Education: Collaborative LearningPreamble Introduction Collaborative Learning Mentoring Critical Friends Groups Team Teaching Peer Coaching Reflection Tools Writing Dialogue Action Research Technology Conclusion 5. TESOL Teacher Education: Teaching PracticePreamble Introduction Learning To Teach Microteaching Field Placements TESOL Teacher Educator/Supervisor Cooperating Teacher Learner TESOL Teacher Feedback During Field Placement Conclusion 6. TESOL Teacher Education: Teaching EvaluationPreamble Introduction Teaching Evaluation: Current Challenges Outdated, Limited, Evaluative Criteria Few Shared Values and Assumptions About ‘Good Teaching’ Lack of Precision Evaluating Performance Hierarchical, One-Way Communication No Differentiation Between Novice and Experienced Practitioners Limited Administrator Expertize ‘We Teach Plastic Lessons To Please Them’: The Problem With ‘Canned’ Lessons. Teaching Evaluation: Shifting The Burden Teaching Portfolios Conclusion 7. TESOL Teacher Education: The Early Career YearsPreamble Introduction Early Career Years: Expectation Versus Reality Early Career Years: Support Early Career Years: Identity Development Early Career Years: Teacher As Researcher Conclusion 8. ConclusionsPreamble Introduction Imposter syndrome TESOL Teacher Education: A Reflective Approach What Next? Conclusion Appendix: TESOL Teacher Research
References
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