Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher educators



Getting the practical teaching element right

and weaknesses. The less prevalent ‘group teaching model’ is discussed in some
detail, in response to demand from within the NRDC professional development
networks for more guidance on how to set up and manage training groups.

Group teaching practice

In this model, groups of learners are shared between small groups of trainee
teachers for their teaching practice; it is an intensive model in which trainees
can learn quickly, provides the highest level of support to the trainee and is very
effective in the initial stages of a course.

Working with a shared group of learners, trainees take turns to teach a part of
each lesson, observed by their peers and their teacher trainer. They plan
sessions collaboratively with each other and their trainer and then meet
immediately after the taught session to reflect and evaluate and begin the
process of planning for the next session.

This model is used extensively in English language teaching (ELT) training and

Group teaching practice

This diagram shows a group of six trainee teachers working with a shared
group of learners. The trainees take turns to teach the learner group, observed
by their peers and their trainer. An in-depth feedback discussion between the
trainees and their trainer follows each session, and leads into the shared
planning for the next time. This model is very useful in the early stages of
training and offers strengths in the integration of theory and practice.

Trainees take turns to teach a
whole group of learners, with
the teacher trainer present.

In the classroom are 6 trainee
teachers; 1 teacher trainer; a
group of learners.

Learner ɪ Trainee   Teacher Trainer


Source: www.talent.ac.uk




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