ENL-40008 (Certificate in TESOL Part A) (30 credits)

This module, the first part of your preparation for the Trinity College (London) Certificate in TESOL, provides the key foundations of English language teaching, which includes an introduction to the structure of the English language. You will learn about some of the principal methodologies and techniques for teaching, such as classroom management and lesson planning, as well as practical skills such as giving instructions and board work. You will be given the opportunity to experience learning an unknown language without recourse to translation, as well as begin to develop skills in teaching practice and classroom management by observing experienced teachers.

ENL-40009 (Certificate in TESOL Part B) (30 credits)

This is the second module leading to the Trinity College (London) Certificate in TESOL and the main focus is on enhancing your knowledge of the uses of English while continuing to develop your classroom skills. You are encouraged to use your creativity to develop and evaluate various types of learning materials including audio-visual sources, and to examine different types of syllabus design. At the same time, you will continue to develop your practical experience through teaching language learners in the community and groups of visiting international students. Throughout the module we discuss career development and how you can find employment both in the UK and overseas.

EDU-40123 Research Methods (30 credits)

This module addresses issues about research design, as well as qualitative and quantitative research. You are prepared to consider the ethical issues entailed in designing and conducting various forms of enquiry, such as narratives, life histories, auto/biographies, case studies and other qualitative or ethnographic methods. The module also explores the political and social contexts related to the research process and analysis. It considers aspects of the research process such as the researcher's own reflexivity, and the negotiation of consent and involvement in the research process.

You will choose one of the following core modules.

EDU-40164 Placement Module

This module offers an educational work-based professional experience through a three-month placement in either primary or secondary school. During the placement, you will observe practitioners in the education workplace. You will work with your assigned school-based mentor to identify educational topics that your placement school would like you to research. You will then plan the scope and nature of research evidence that will need to be collected to research these topics.

You will subsequently develop and conduct a small research project on a topic chosen by your placement school, following the 'Spiral of Enquiry' methodology. The module will finish with a 15,000 - 18,000 words dissertation.

OR

EDU-40027 Dissertation

The purpose of the Dissertation is to contribute substantially to the Research methods training. You are to demonstrate an understanding of the philosophy and principles of research (empirical or non-empirical) and show competence in the design, execution and reporting of a research project. You will develop your ability to carry out subsequent research independently and to commission, manage and evaluate the research activities of others. The dissertation may be empirical or non-empirical in nature. The dissertation is normally a student project rather than original research, though it can be part of a research project for which you have considerable responsibility for and is underpinned by the research module which must be successfully completed prior to undertaking this module. The dissertation’s target word limit is 15,000 words.

EDU-40118 Issues in Inclusive Education (15 credits)

Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community. For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for all pupils including those with a range of difficult learning needs. In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs. This module offers insights into many different aspects of inclusive education.

EDU-40114 Reflecting on Practice (30 credits)

This module is intended to foreground the significance of reflective practice in enabling practitioners to develop informed insights and perspectives on key philosophical, social cultural and political debates about education/workplace setting. You will engage actively with a variety of theories and practices associated with reflective practice, with more thoughtful reflection being posited as the key to reflective practice. You will reflect on an aspect of your practice and develop an action plan for future practice. You will be assessed through a reflective assessment that you will develop over time (including an official observation of practice), related to critically analysing an aspect of your practice.

EDU-40100 Global Education Issues (15 credits)

This module explores the changing world of education in the context of social, political, economic and cultural globalisation. It reflects on the 'nature’ of international identity, both for teachers and students, and critically explores what 'international’ means, educationally, in this context. The module aims to enable you to understand, and reflect critically on the expansion, origins, tensions, and challenges experienced in international education. It invites you to critically examine the primary aspects of globalisation and their impact on education in any setting and to explore the concept of professional identity in the context of a globalised education policy and practice.

EDU-40122 Education, Employment and Professional Identity (15 credits)

This module explores changing patterns of education and work, the dynamic relationship between these two institutions, and how this has developed over time. It examines the wider social, cultural and economic contexts that shape both educational and work institutions, and how these affect the lives and identities of those involved in them. The module considers the way in which wider changes linked to globalisation, post- industrialism, education reform and marketisation, and related social and economic shifts, have affected people’s experiences of education and employment, their social relationships and sense of self. The course draws upon a range of concepts and approaches, including: globalisation, post-industrial society, credentialism, human capital, gender and theories of self and identity. It critically examines evidence about the changing labour market, and its impact upon educational institutions.

EDU-40202 International Comparative Education (15 credits)

This module enables you to understand and explain the differences in educational policy and practice across selected countries. The module focuses on comparisons in terms of governance, roles and responsibilities, and in terms of balances between the imperatives of competition, striving to maintain standards and being inclusive. The module aims to develop your comparative analysis skills using a range of sources including research, statistics, policy documents and personal experience/accounts and themed discussion. It illustrates how roles and responsibilities among educational stakeholders vary across the countries and regions according to history, and to political and economic priorities. The module asks theoretically productive questions of other education systems based on critical reflection on your own contexts.