Make some notes on the following question.
Now watch these videos in which an experienced teacher trainer talks about what they think are important considerations when planning courses. Are their ideas the same as yours?
What factors do you think influence the contents of a teacher training course?
What elements do you think make up a teacher training timetable?
How do you organise timetables for TT courses?
How do you plan teacher training courses - i.e what other considerations do you have?
Manuel mentions the following:
Considerations are the same as any teaching course: who are the teachers, what’s their context and what are their needs.
Experience vs inexperience.
Reflection and the apprenticeship of observation. You can find out more here.
Where the teachers work: i.e. their context.
Teachers’ needs and expectations.
Depends on the course: a practical course will involve a lot of practical support, e.g. support with lesson planning and preparation, observing lessons and giving constructive feedback; most courses include input sessions and it is important to provide a good model.
Teachers need input on what they are going to be doing on a course; i.e. how to teach.
Reflection might be in the middle.
Towards the end input sessions will be more specific.
First look at the syllabus and the content of the course (important for exam courses).
Content; time available; how to increase participation.
It’s very important to provide a model in terms of what you want your trainee teachers to do.
How can trainee teachers apply what they learn in their own contexts.
In the previous topic we looked at the needs of trainees when we are planning a teacher training course. There are also other, perhaps more practical, elements to think about. Here are some we think are important when planning courses. There is a word missing in each consideration – try to complete each one.
Listen to a trainer talking about why he believes these are all important considerations when planning a teacher training course.
Now decide if they are important in your context or not.
This depends on the needs of your trainees, the type of course you are working on (e.g. a very short in-service course; a month-long pre-service course), and the requirements of the course (if accredited by an external body). Course contents also depend on the aims of the course; that is a practical teaching course would presumably include some teaching practice!
Most courses are likely to include: teaching practice, trainer input, assignments, lesson planning and feedback.
There are several factors which could influence your timetable. Think back to Task 2 in this topic where we suggested some considerations when planning courses. Several of the suggestions would affect timetable planning. Can you think of any others?
The main consideration is that the course is logically organised.
For example, on pre-service courses with teaching practice, it would be logical to focus on how to teach a reading lesson, before asking your trainees to do this.
You should also consider how focused your trainees will be on your course. For example, on an intense course with a practical element, it might not be a good idea to have input all day and then teaching practice in the evening as this may result in trainees thinking about their upcoming lesson rather than your input.
On courses which involve trainees writing assignments, you may want to ensure that you give your trainee teachers enough time (either as a set time slot within the course or as homework/self-study) to write the assignments.
You may also want to ensure that trainees (especially newer teachers) are given sufficient support in preparing their lessons.
Finally, when designing a timetable, do not forget the aims of the course! The timetable should try to achieve these!
Look at these two examples of timetables.
Click the timetables for a downloadable version.