| Employer ID | 142801 |
| |
| 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 hours | 10 |
| minimum course duration (weeks) | 3 |
| minimum number of observed and assessed teaching practice hours | 10 |
| |
| 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
|
| minimum | 13-20 |
| maximum | 41+ |
| |
| 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 in | June |
