Affiliations - Kathleen Bailey (Back)
Visiting Professor, Macquarie University
I am a visiting professor in the Doctor of Applied Linguistics degree program
offered by Macquarie University in Sydney, Australia. In the summer of 2005 I had
the opportunity to work with fourteen brilliant PhD students in Puebla, Mexico,
with my colleague, Anne Burns. Below is a description of the seminar on
language teacher education that I taught in Puebla.
For further information, please visit www.macquarie.edu.
Course Descriptions
Linguistics 987: Seminar on Language Teacher Education
Macquarie University – Doctor of Applied Linguistics – Puebla, Mexico
Summer Semester, 2005 – Dr. Kathleen M. Bailey
This seminar is intended for experienced language teachers in Mexico who have
responsibilities for educating other teachers. Its contents and goals are based
on the assumption that in our field, people are typically promoted into training
positions because they have done well as teachers themselves. Seldom are
they given specific preparation for their roles as teacher educators. However, in
the past decade, teacher education has become a viable specialization in our
profession and teacher development has emerged as an established focus of
research.
In this course we will investigate issues related to teacher training, education
and development. Various philosophies and models of pre-service and in-
service programs for training language teachers will be examined. Seminar
participants will build professional skills to become more competent and
confident teacher educators.
The required textbooks are M.J. Wallace’s Training Foreign Language Teachers:
A Reflective Approach (Cambridge University Press), and Pursuing Professional
Development: The Self as Source by Bailey, Curtis and Nunan (Heinle).
Additional readings will be placed on reserve. Participants are expected to attend
all class meetings, to participate fully in the seminar activities – especially as the
course is being offered in an intensive format.
The Seminar on Language Teacher Education has several purposes:
1. to acquaint participants with some of the existing literature on pre-service and
in-service education of language teachers;
2. to familiarize participants with some of the research on teacher development
and teacher cognition;
3. to help participants understand different models of teacher education;
4. to help participants articulate their own personal philosophy of teacher
education;
5. to help participants understand the role of prior learning in shaping attitudes
about teaching and teacher education;
6. to provide participants with guided practice in designing pre-service and/or
in-service training programs; and
7. to provide participants with resources and strategies to promote their own
ongoing professional development.
There are two major written assignments in this class. The first is an
autobiography of yourself as a language learner and teacher (one-third of the
course grade). The second is an original plan for the pre-service or in-service
education of language teachers (two-thirds of the course grade). We will
discuss the autobiographies informally in class. Students will make a more
formal oral presentation about your original plan for teacher education.
Visiting Professor, Macquarie University
I am a visiting professor in the Doctor of Applied Linguistics degree program
offered by Macquarie University in Sydney, Australia. In the summer of 2005 I had
the opportunity to work with fourteen brilliant PhD students in Puebla, Mexico,
with my colleague, Anne Burns. Below is a description of the seminar on
language teacher education that I taught in Puebla.
For further information, please visit www.macquarie.edu.
Course Descriptions
Linguistics 987: Seminar on Language Teacher Education
Macquarie University – Doctor of Applied Linguistics – Puebla, Mexico
Summer Semester, 2005 – Dr. Kathleen M. Bailey
This seminar is intended for experienced language teachers in Mexico who have
responsibilities for educating other teachers. Its contents and goals are based
on the assumption that in our field, people are typically promoted into training
positions because they have done well as teachers themselves. Seldom are
they given specific preparation for their roles as teacher educators. However, in
the past decade, teacher education has become a viable specialization in our
profession and teacher development has emerged as an established focus of
research.
In this course we will investigate issues related to teacher training, education
and development. Various philosophies and models of pre-service and in-
service programs for training language teachers will be examined. Seminar
participants will build professional skills to become more competent and
confident teacher educators.
The required textbooks are M.J. Wallace’s Training Foreign Language Teachers:
A Reflective Approach (Cambridge University Press), and Pursuing Professional
Development: The Self as Source by Bailey, Curtis and Nunan (Heinle).
Additional readings will be placed on reserve. Participants are expected to attend
all class meetings, to participate fully in the seminar activities – especially as the
course is being offered in an intensive format.
The Seminar on Language Teacher Education has several purposes:
1. to acquaint participants with some of the existing literature on pre-service and
in-service education of language teachers;
2. to familiarize participants with some of the research on teacher development
and teacher cognition;
3. to help participants understand different models of teacher education;
4. to help participants articulate their own personal philosophy of teacher
education;
5. to help participants understand the role of prior learning in shaping attitudes
about teaching and teacher education;
6. to provide participants with guided practice in designing pre-service and/or
in-service training programs; and
7. to provide participants with resources and strategies to promote their own
ongoing professional development.
There are two major written assignments in this class. The first is an
autobiography of yourself as a language learner and teacher (one-third of the
course grade). The second is an original plan for the pre-service or in-service
education of language teachers (two-thirds of the course grade). We will
discuss the autobiographies informally in class. Students will make a more
formal oral presentation about your original plan for teacher education.
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