University of Technology, Sydney

Staff directory | Webmail | Maps | Newsroom | What's on

010070 Professional Practice 1 Language Literacy and Numeracy

Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

UTS: Education: Language Studies
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Pass fail, no marks

There are course requisites for this subject. See access conditions.

Handbook description

This subject develops initial practical teaching skills through the observation and analysis of lessons; the planning and delivery of several short, micro teaching activities; undertaking a practicum placement; and the keeping of a reflective journal.

Subject objectives/outcomes

On completion of this subject students should be able to:

  1. describe stages of lesson planning, implementation and evaluation
  2. use a variety of skills and strategies to teach a short lesson in their field of practice
  3. use theoretical knowledge developed in core subjects as a basis for reflection on classroom practice
  4. understand the place of a professional journal in learning.

Teaching and learning strategies

Professional Practice 1 comprises lectures, workshops and micro-teaching and a teaching practice placement. The subject is highly interactive, and relies upon participation in whole-class tasks, pair, group work and micro-teaching. Hence, full attendance is required and an attendance roll will be marked. If sessions or workshops are missed additional make-up work will be assigned.

Content

Learning activities in this subject include:

  • Participation in the lectures and/ or workshops (dates / times for each cohort below)
  • Observation of teaching (not less than 15 hours)
  • Supervised classroom teaching (3 hours over several sessions). Observation and teaching may be carried out with a professional practice partner.
  • Discussion of field experiences with partner/s and lecturers.
  • Completion of a Professional Practice Journal.

Assessment

Assessment Item 1: Professional Practice 1 Journal

Objective(s):

1 - 4
Criteria:

(i) Is there a brief summary of the context and activities being observed?

(ii) Have focus areas been selected and adequately described?


Or

Has the checklist been filled in with adequate detail?

(iii) Is there reflection, evaluation and some raising of issues or questions from the observation, with reference to theories?

(iv) Is there reflection on feedback of your teaching from the cooperating teacher, and your microteaching tutor and peers?

(v) Has an account of the supervised lesson been described and critcally discussed?

(vi) Is the journal complete with all the required sections, appendices, neatly organised, and professionally presented?

Required texts

Grad Cert/ Grad Dip/ MA TESOL students

Harmer, J., 2007, How to Teach English, New edition, Pearson Longman, Essex, UK.

BEd in Adult Ed (LLN), Grad Cert ANT, Grad Dip AL&NT students

Hughes, N. and Schwab, I. (Eds), 2010, Teaching Adult Literacy: Principles and Practice, Open University Press, Maidenhead Berkshire, England.

Further readings will be made available as e-readings for both groups.

References

Brookfield, S. D. 1995. Becoming a Critically Reflective Teacher, San Francisco: Jossey Bass

Crookes, G., 2003, A Practicum in TESOL: Professional Development through Teaching Practice, Cambridge: CUP

Hillier, Y., 2005, Reflective Teaching in Further and Adult Education, 2nd ed., London: Continuum.

Gibbes, G., Habeshaw, S.and Habeshaw, T. 1988. 53 Interesting Ways to Appraise Your Teaching, Technical Educational Services

Hollie, M. L. 1984. Keeping a Personal Professional Journal, Geelong: Deakin University Press

Nunan, D. 1992. Understanding Language Classrooms, New York: Prentice Hall

Killen, R. 1996. Effective Teaching Strategies, Wentworth Falls: Social Science Press

Nunan, D. and Lamb, C. 1996. The Self-directed Teacher: Managing the learning process, Cambridge: C.U.P.

Osmond, P., 2006, Literacy Face to Face: A Resource for Volunteer Adult Literacy Tutors, Granville: TAFE NSW.

Richards, J. et al. 1994. Reflective Teaching in Second Language Classrooms, Cambridge: CUP

Schön, D. 1983. The Reflective Practitioner: How professionals think in action, New York: Basic Books

Scrivener, J., 2005, Learning Teaching, Oxford: Macmillan

Thornbury, S., 2006, An A – Z of ELT, Oxford: Macmillan

Tripp, D. 1993. Critical Incidents in Teaching: Developing professional judgement, London: Routledge

Wadsworth, Y. 1991. Every Day Evaluation On the Run, Melbourne: Action Research Issues Association Inc

Waynryb, R. 1993. Classroom Observation Tasks, Cambridge: CUP

Willis, J. 1996. A Framework for Task Based Learning, London: Longman.