| Employer ID | 194379 | 188717 | 159293 | 159742 | 43939 | 921 |
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| 1. Require graduate? |  |  |  |  |  |  |
| 2. Qualifications: Certificate |  |  |  |  |  |  |
| Qualifications: Diploma | | | | | | |
| Qualifications: Masters | | | | | | |
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| 3. We would consider candidates who have graduated from a
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face-to-face course course which does not include observed and assessed teaching practice |  | | |  | | |
face-to-face course TEFL/TESL 'taster/weekend' course? |  | |  |  | | |
distance course which does not include observed and assessed teaching practice |  | | |  | | |
distance course which includes observed and assessed teaching practice via recorded video |  | | |  |  | |
distance course TEFL/TESL 'taster' course |  | |  |  | | |
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| 4. With the following criteria |
| minimum course hours | | 100 | | 60 | | |
| minimum course duration (weeks) | | 4 | | 4 | 4 | 3 |
| minimum number of observed and assessed teaching practice hours | | 6 | | 15 | | |
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| 5. Levels trained for and taught in teaching practice
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| beginner |  |  |  |  |  |  |
| elementary |  |  |  |  |  |  |
| lower intermediate |  |  |  |  |  |  |
| intermediate |  |  |  |  |  |  |
| higher intermediate |  |  |  | |  | |
| advanced |  |  |  | |  | |
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| 6. Age groups trained for and taught in Teaching practice
|
| 4-7 years | | | |  | |  |
| 7-12 years | | |  |  | | |
| teenagers | | |  | | | |
| adults |  |  |  | |  |  |
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| 7. Number of students in teaching practice group
|
| minimum | 1-5 | | | 6-12 | 1-5 | 1-5 |
| maximum | 6-12 | | | | 6-12 | 6-12 |
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| 8. English for Specific purposes covered
|
| Business |  |  | | |  |  |
| Medical | |  | | |  | |
| Technical | |  | | |  | |
| Banking |  |  | | |  | |
| Scientific | |  | | | | |
| Journalism | | | | | | |
| Politics | | | | | | |
| Advertising and Marketing |  |  | | |  | |
| Academic Purposes | | | | | | |
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| 9. Preparation for Official examinations covered
|
| UCLES | | | | | | |
| KET | | | | | | |
| PET | | | | | | |
| CAE | | | | | | |
| FCE | | | | | | |
| CPE | | | | | | |
| Young Learners | | | |  | | |
| Starters | | | |  | | |
| Movers | | | |  | | |
| Flyers | | | | | | |
| TOEFL | | | | | | |
| TOEIC | | | | | | |
| IELTS | | | | | | |
| Other | | | | | | |
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| 10. Teacher Training course Tutor-Trainee ratio
|
| One to one | | | | | | |
| One to five | | | | | | |
| One to twelve | | | |  | | |
| One to twenty | | | | | | |
| One to thirty | | | | | | |
| One to forty | | | | | | |
| One to fifty | | | | | | |
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| 11. Course content considered essential/desirable
|
| Needs analysis design | | | | | | |
| Conducting a needs analysis | | | | |  | |
| Interpreting needs analyses' results | | | | | | |
| Planning courses | | | | |  | |
| Planning sequences of lessons | | | |  |  | |
| Planning individual lessons | | | |  |  |  |
| Selection of appropriate teaching styles and techniques | | | |  |  | |
| Effective management of teaching/learning | | | | | | |
| Presentation of new language and promotion of its production | | | | |  | |
| Design of learning materials | | | | | |  |
| Selection of appropriate learning materials | | | | |  |  |
| Use of appropriate learning materials | | | |  |  |  |
| Adaptation of learning materials | | | | |  |  |
| Assessment of learners' language learning achievements | | | | | |  |
| Provision of appropriate feedback to learners on their achievements | | | | | | |
| Evaluation and modification of lessons | | | | | |  |
| Evaluation and modification of sequences of lessons | | | | | |  |
| Theories of language learning | | | | | |  |
| Approaches to the teaching/learning of a foreign/second language | | | |  | |  |
| Role of the teacher | | | | |  |  |
| Class management | | | |  | | |
| Language Analysis | | | | | | |
| Phonology | | | | | |  |
| Teaching of the four skills of reading, writing, speaking and listening | | | | |  |  |
| Effective use of audio/visual aids | | | | |  |  |
| Effective use of pair work | | | |  |  | |
| Effective use of group work | | | |  |  |  |
| Effective use of role play | | | |  |  |  |
| Effective use of simulation | | | | |  |  |
| Learner autonomy and the promotion of self-managed learning | | | | | | |
| Level placement testing | | | | | | |
| Negotiating learning objectives | | | | |  |  |
| Originating learner material to support achievement of learning objectives | | | | |  |  |
| Providing support for courses | | | | | | |
| Negotiated syllabi | | | | | | |
| Test design | | | | | | |
| Alternative methods of assessment | | | | | | |
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| 12. We consider the following 'soft skills' to be
essential/desirable |
Interaction attitude awareness | |  | |  |  |  |
| conflict handling | |  | |  | |  |
| co-operation | |  | |  |  |  |
| diversity tolerance | |  | |  | |  |
| (n)etiquette | | | |  | |  |
| interlocutor orientation | | | |  | |  |
| teamwork willingness | |  | |  |  |  |
Self-management compensation strategies | | | | | | |
| decision making | | | |  |  |  |
| learning willingness | | | |  |  |  |
| self-assessment | | | |  | | |
| self-discipline | | | |  | |  |
| self-marketing | | | | | | |
| stress resistance | | | |  | |  |
Communication delegating skills | | | | |  | |
| listening skills | | | | |  |  |
| presentation skills | | | |  |  |  |
| organization | | | | | | |
| problem solving | | | |  | |  |
| systems thinking | | | | | | |
| troubleshooting | | | |  | | |
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| 13. We hire staff in | January | September | | December | September | September |