Teacher Training - Barcelona, Prague, Madrid and Cadiz - Oxford TEFL [CLICK!] Thursday 24 July, 2008 
   
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Employer Recruitment Requirements/Preferences for ELT Staff

The following ELT employers provide us with current data related to their preferences when selecting candidates from various teacher development/training courses. To maintain commercial privacy, employers are identified only by ID numbers.

Key:
- Essential
- Desirable

Azerbaijan


Employer ID54512
 
1. Require graduate?
2. Qualifications: Certificate
Qualifications: Diploma 
Qualifications: Masters 
 
3. We would consider candidates who have graduated from a
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
 
 
4. With the following criteria
minimum course hours40
minimum course duration (weeks)2
minimum number of observed and assessed teaching practice hours4
 
5. Levels trained for and taught in teaching practice
beginner
elementary
lower intermediate
intermediate
higher intermediate 
advanced 
 
6. Age groups trained for and taught in Teaching practice
4-7 years
7-12 years
teenagers
adults
 
7. Number of students in teaching practice group
minimum1-5
maximum13-20
 
8. English for Specific purposes covered
Business
Medical 
Technical 
Banking 
Scientific 
Journalism 
Politics 
Advertising and Marketing 
Academic Purposes
 
9. Preparation for Official examinations covered
UCLES 
KET 
PET 
CAE
FCE
CPE 
Young Learners
Starters 
Movers 
Flyers 
TOEFL
TOEIC 
IELTS
Other 
 
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 
 
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 
 
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 
 
13. We hire staff inAugust



 

 
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