Edwards, S and Feenstra, C and Musgrave, Jill (2005) New TESOL graduates’ employment experiences and views of teacher education: Report to the Wintec Research Committee following poster presentation at the 9th Community Languages and ESOL (CLESOL) conference, 24—27 September, 2004, Christchurch. Project Report. Wintec. (Submitted)
In 2003 a new 12-week full time Teaching English to Speakers of Other Languages (TESOL) programme called Certificate in English Language Teaching (Cert ELT) was offered by the Department of Education at the Waikato Institute of Technology (Wintec) for the first time. While other TESOL programmes offered by Wintec are for trained teachers and teacher-aides, the new Cert ELT programme is for those with little or no previous teaching experience. The curriculum development and delivery of Wintec’s TESOL programmes are informed by a constructivist view of learning which has held a prominent focus in educational literature since the late 1980s. This theory of learning sees learners as active participants in the processes of incorporating, synthesising and constructing knowledge within their previous experience (Arlidge, 2000; Zepke, Nugent & Leach 2003). Of particular relevance within TESOL literature is the social constructivist view which claims that a key element in the learning process is that knowledge is socially constructed through dialogue and interaction with others (Randall & Thornton, 2001; Malderez & Bodoczky, 1999; James, 2001). Also relevant is the reflective model of TESOL teacher education as outlined by Wallace (1993) in which trainees participate in a continuous cycle of teaching, observation, reflection and discussion in order to become reflective practitioners. A lack of information concerning what happens to the Cert ELT students once they graduate from the programme motivated the research discussed in this paper. Data collection included a questionnaire and individual interviews. The questionnaire gathered information concerning the graduates' employment destinations, and the interviews focussed on the graduates' retrospective views of those components of the programme associated with a social constructivist view of learning. These components included experiential learning, reflective practice and collaborative practice. It is expected that insights gained from this project will be of interest to other TESOL professionals and teacher educators.
|Item Type:||Monograph (Project Report)|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||Schools > School of Education|
|Deposited On:||24 Nov 2011 22:43|
|Last Modified:||24 Nov 2011 22:43|
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