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Language Teacher Education (Education 662)
Professor Kathleen M. Bailey, PhD
Monterey Institute of International Studies
This seminar is intended for experienced language teachers who have (or
expect to 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 be more competent and confident
teacher educators.
The required textbooks are M.J. Wallace’s Training Foreign Language Teachers:
A Reflective Approach, and Pursuing Professional Development: The Self as
Source (Bailey, Curtis & Nunan). Additional readings will be placed on reserve in
the MIIS Library. Students are expected to have read the assigned material
before each class session and be thoroughly prepared to discuss it on the day it
is due. Students are also expected to attend all class meetings, to participate
fully in the seminar activities, and to check the class conference every day for
additional information.
The Seminar on Language Teacher Education has the following goals:
1. to acquaint students with the existing literature on pre-service and in-service
education of language teachers;
2. to familiarize students with some of the research on teacher development and
teacher cognition;
3. to help students understand different philosophies and models of teacher
education;
4. to help students articulate their own personal philosophy of teacher education;
5. to help students understand the role of prior learning in shaping attitudes
about teaching and teacher education;
6. to provide students with guided practice in designing pre-service and/or in-
service training programs;
7. to provide students with resources and strategies to promote their own
ongoing professional development; and
8. to help students develop their own time management skills as language
teaching professionals.
These goals will be accomplished through readings, discussions, role plays,
simulations, written work, oral presentations, and other experiential learning
activities.
Professor Kathleen M. Bailey, PhD
Monterey Institute of International Studies
This seminar is intended for experienced language teachers who have (or
expect to 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 be more competent and confident
teacher educators.
The required textbooks are M.J. Wallace’s Training Foreign Language Teachers:
A Reflective Approach, and Pursuing Professional Development: The Self as
Source (Bailey, Curtis & Nunan). Additional readings will be placed on reserve in
the MIIS Library. Students are expected to have read the assigned material
before each class session and be thoroughly prepared to discuss it on the day it
is due. Students are also expected to attend all class meetings, to participate
fully in the seminar activities, and to check the class conference every day for
additional information.
The Seminar on Language Teacher Education has the following goals:
1. to acquaint students with the existing literature on pre-service and in-service
education of language teachers;
2. to familiarize students with some of the research on teacher development and
teacher cognition;
3. to help students understand different philosophies and models of teacher
education;
4. to help students articulate their own personal philosophy of teacher education;
5. to help students understand the role of prior learning in shaping attitudes
about teaching and teacher education;
6. to provide students with guided practice in designing pre-service and/or in-
service training programs;
7. to provide students with resources and strategies to promote their own
ongoing professional development; and
8. to help students develop their own time management skills as language
teaching professionals.
These goals will be accomplished through readings, discussions, role plays,
simulations, written work, oral presentations, and other experiential learning
activities.
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