EDF5696 - Professional practice for teachers of TESOL - 2019

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.



Chief examiner(s)

Anna Filipi


Gary Bonar (Semester 1)
Anna Filipi (Semester 2)

Unit guides



  • First semester 2019 (Flexible)
  • Second semester 2019 (Flexible)




EDF6232, EDF6238


This unit affirms and builds on students' professional knowledge and theories of pedagogy to develop and upgrade the practical skills needed to function as effective teachers of TESOL in a variety of contexts. Students are involved in highly practical activities throughout the unit. These include sharing information, resources and teaching tips, developing second language literacy activities using web tools and Moodle activities, experimenting with different approaches to teaching grammar, developing skills in effective teacher talk, and microteaching and field experience in a range of blended and/or actual educational settings. The microteaching engages students in self-reflection as well as evaluation of their peers based on the professional skills developed in the TESOL program.


Upon successful completion of this unit students should be able to:

  1. consolidate knowledge about the way the English language works as a linguistic system
  2. develop and practise an appropriate meta-language to describe this system to learners at a range of levels
  3. consolidate and practise techniques in presenting and teaching the English language with a focus on both form and meaning
  4. practise techniques that lead students to notice language, culture, content and cognitive strategies in order for them to become more self-regulated learners
  5. practise strategies that maximise opportunities which encourage language use which matches students' real-life needs
  6. become aware of the range of web tools available for teaching English as an additional language and develop effective skills in applying them in their teaching
  7. extend knowledge through professional practice.


A Scope and Sequence chart, including a rationale, assessment procedures and peer feedback (2000 words, 25%)

A mini-lesson and critical review of the lesson (3500 words, 40%)

A learning intervention project comprising planning, development and evaluation (2500 words, 35%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study