CM3 - Tools of reflective teaching: (Introduction to Teaching Portfolio) 2300-GPTE-CM3-TRT
Trainees will:
Engage in a variety of tasks which require reflection on the teaching process and its outcomes
Practice critical observation by analysing examples of teaching ( observing mentor teachers, peers, video lessons, lesson-transcripts, case studies)
Discuss the aim and recognize the value of using learning/teaching portfolios
Investigate a variety of portfolio types and entries, and actively work on their own materials
Discuss and formulate a personal teaching philosophy statement
Trainees will be able to :
List and discuss a variety of techniques which aid professional reflection
Apply selected procedures which stimulate and support professional reflection
Assess the value of the techniques they applied for their own professional development
Demonstrate an ability to collaboratively identify, discuss and interpret teaching and learning behaviours
Compare and critically analyze examples of classroom practice
Compare their own values and beliefs with those of other trainee teachers
Recognize, report and evaluate the results of individual and team work
Relate to their professional experience in an reflective essay
Efekty kształcenia
Trainees will be able to :
List and discuss a variety of techniques which aid professional reflection
Apply selected procedures which stimulate and support professional reflection
Assess the value of the techniques they applied for their own professional development
Demonstrate an ability to collaboratively identify, discuss and interpret teaching and learning behaviors
Compare and critically analyze examples of classroom practice
Compare their own values and beliefs with those of other trainee teachers
Recognize, report and evaluate the results of individual and teamwork
Relate to their professional experience in an reflective essay
Kryteria oceniania
Trainees form learning teams ( groups of 4-5 students) which work together for the length of the term. Each trainee in turn takes on the role of moderator of the team’s activity for a week. At the end of the session students prepare a reflective journal entry. They are encouraged to refer to their group discussion as well as the study tasks.
Tools and techniques used include: self-discovery and awareness raising tasks, using metaphor and personal histories, eliciting and formulating beliefs, using questionnaires, applying check- lists and taxonomies, practising non-judgemental listening and rephrasing techniques,
Assignments:
reflective journal- an entry at least once a a week shared with other trainees
selected viewings / readings for class set by trainer or other trainees
Assessment
half-term: My Language Learning History ( 500 –600 words)
End of term: A Reflective Essay based on work done ( 600- 800 words)
Literatura
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
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: