TESOL Teacher Education - Thomas S C Farrell

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Résumé :
A practical approach to preparing learner TESOL teachers for the realities of a real classroom 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. Key features: . 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 Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

Biographie:

Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada.

Sommaire:
Introduction
1. TESOL Teacher Education: Getting Oriented
Preamble
Introduction
TESOL Teacher Education: Whose Needs?
TESOL Teacher Education: Becoming 'Students of Teaching'
Three Core Assumptions
Conclusion
2. TESOL Teacher Education: A Novice-Service Approach
Preamble
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-Action
Preamble
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 Learning
Preamble
Introduction
Collaborative Learning
Mentoring
Critical Friends Groups
Team Teaching
Peer Coaching
Reflection Tools
Writing
Dialogue
Action Research
Technology
Conclusion
5. TESOL Teacher Education: Teaching Practice
Preamble
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 Evaluation
Preamble
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 Years
Preamble
Introduction
Early Career Years: Expectation Versus Reality
Early Career Years: Support
Early Career Years: Identity Development
Early Career Years: Teacher As Researcher
Conclusion
8. Conclusions
Preamble
Introduction
Imposter syndrome
TESOL Teacher Education: A Reflective Approach
What Next?
Conclusion
Appendix: TESOL Teacher Research; References