Term
Fall 2017
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Trish Harvey
Content Expert
Julia Reimer, Michael Richards
Abstract
The research questions addressed in this project were: 1) What are the essential set of teaching skills/practices at the induction portion of teacher training that are applicable to my EFL teaching context? 2) In light of the specific teacher preparation and development needs of the staff in a 12-school network in Morocco, how should these skills be sequenced and taught during the induction portion of an English language teacher development program? Answering these questions involved an investigation—and integration—of four teacher development frameworks proceeding from the macro- to micro-level of teacher training, unpacking what Feiman-Nemser calls the central tasks of learning to teach, re-ordering them to account for deficiencies in preservice training and to make induction training more consistent with the constructivist student learning the training program is trying to foster, and using existing courses designed by experienced instructors to teach essential instructional skills to novice EFL teachers. In the process, the author makes the case that learning to execute existing lesson plans before learning how to design lesson plans expedites the acquisition of three key instructional skills.
Project Type
Teacher Training Handbook
Keywords
Adult Education, Curriculum, ESL/ ELLs, Teachers/ Teaching
Recommended Citation
Hanson, Joel, "Lesson-Plan Delivery Before Lesson-Plan Design: Defining, Sequencing, And Teaching The Essential Skills Of An English Language Teacher Development Program At Induction" (2017). School of Education and Leadership Student Capstone Projects. 94.
https://digitalcommons.hamline.edu/hse_cp/94
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations