Module manager: Dr Judith Hanks
Email: j.i.hanks@education.leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
At least 2 years experience of working as a language teacher or TESOL educator. Ideally, some experience of working as a teacher educator, CPD facilitator, or similar.
This module is not approved as an Elective
Through this module, you will develop your knowledge of key theoretical, ethical, methodological and pedagogical issues in teacher education. You will enhance your understanding of the current issues informing debates in the field of Second Language Teacher Education (SLTE). The module is participatory, centering on student-led discussions, drawing on your own context-specific experiences as a teacher educator and relating to the literature. You will uncover principles underpinning SLTE, and consider different ways in which teacher education has been conceptualised. Notions of teacher learning, teacher research, and exploratory practice are discussed, and factors affecting teacher development are analysed. Consequently you will gain greater understanding of the theory, knowledge and skills underpinning the role of a 'teacher of teachers'.
On completion of this module, you will possess a systematic understanding of the theoretical and pedagogical underpinnings of different models of Second Language Teacher Education (SLTE). You will gain critical awareness of the complexities of teacher learning, and the factors which affect teachers' learning processes in different contexts. You will explore your own practice, and that of others, to explore the principles of 'fully inclusive practitioner research', including action research, exploratory practice, and reflective practice, and the implications these frameworks have for teacher education, including mentoring, teacher emotions, and language teacher educator identity/ies. From these discussions, you will probe the nature of understanding and of knowledge in SLTE, including the ethical dilemmas and methodological decisions facing those researching the field. Group work, class discussions, reflections and presentations will help you to achieve the aim of understanding the social nature of SLTE, and the need to consider teachers (and others) as active agents in researching pedagogy.
On successful completion of the module you will have demonstrated the following learning outcomes relevant to the subject:
1. Evaluate a range of relevant literature, including foci on theoretical, methodological, ethical and pedagogical texts, to show how these contribute to the ongoing development of the field of SLTE
2. Demonstrate enhanced awareness and understanding of the theoretical frameworks underpinning roles of teachers and teacher educators in SLTE
3. Show enhanced awareness and understanding of the social nature of SLTE, of classroom language learning and teaching, and the agency of teachers (and others) as potential researchers of praxis
Skills Learning Outcomes
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. Explain your considered and convincing arguments (orally and in writing) regarding key issues of SLTE.
2. Demonstrate enhanced awareness and understanding of the complexities of language learning, teaching and teacher education.
3. Reflect on your own contributions to SLTE theory, pedagogy, and methodology.
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 1 | 1 | 1 |
| Seminar | 11 | 2 | 22 |
| Independent online learning hours | 77 | ||
| Private study hours | 200 | ||
| Total Contact hours | 23 | ||
| Total hours (100hr per 10 credits) | 300 | ||
The written coursework and the oral presentation relate to one-another and are (normally) connected. This allows students to learn from feedback provided on the earlier assessment and develop their ideas on a particular topic or theme.
Providing different modalities for assessment enables students with different strengths to shine (e.g. some students struggle with writing but excel at oral presentations, while others find oral work difficult and can express themselves better through writing). This speaks to our values of diversity and equity in learning and assessment. Both the assessments relate to employability, since these are skills that all teachers need to command, and both clarity of written expression and oral expression will be needed in a job as a teacher educator.
Resits of oral presentations will be offered as soon as reasonably possible (keeping in mind other timetabling demands for both students and staff) after the assessment point was missed.
Resits of written essays will be offered in line with School of Education Code of Practice, dates, and deadlines.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | To provide an opportunity to synthesise knowledge gained from reading and from class discussions, to construct a clear and logical argument | 70 |
| Oral Presentation | To provide a work-related opportunity to present knowledge and tease out ideas gained during the module. | 30 |
| Total percentage (Assessment Coursework) | 100 | |
The written coursework and the oral presentation relate to one-another and are (normally) connected. This allows students to learn from feedback provided on the earlier assessment and develop their ideas on a particular topic or theme. Providing different modalities for assessment enables students with different strengths to shine (e.g. some students struggle with writing but excel at oral presentations, while others find oral work difficult and can express themselves better through writing). This speaks to our values of diversity and equity in learning and assessment. Both the assessments relate to employability, since these are skills that all teachers need to command, and both clarity of written expression and oral expression will be needed in a job as a teacher educator. Resits of oral presentations will be offered as soon as reasonably possible (keeping in mind other timetabling demands for both students and staff) after the assessment point was missed. Resits of written essays will be offered in line with School of Education Code of Practice, dates, and deadlines.
The reading list is available from the Library website
Last updated: 12/05/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team