Last modified: 20 Jun 2025 15:13
TCSOL Practice and Reflection is a practical course designed for aspiring teachers of Chinese to speakers of other languages (TCSOL). It provides students with hands-on teaching experience, paired with guided opportunities for reflection and professional growth. The course bridges theoretical knowledge and real-world practice, enabling students to refine their teaching skills and develop effective strategies for diverse classroom contexts.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | Second Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course focuses on equipping students with practical teaching experience in the field of Teaching Chinese to Speakers of Other Languages (TCSOL). Through teaching practice and observation sessions, students will apply pedagogical theories and techniques to real or simulated classroom settings, gaining valuable insights into the dynamics of language teaching and learning.
The course emphasises reflective practice as a tool for professional development. Students will analyse their teaching experiences, identify strengths and areas for improvement, and explore ways to adapt their methods to meet the diverse needs of learners. Topics include lesson planning, classroom management, effective use of teaching materials, and strategies for engaging learners. By the end of the course, students will have developed the confidence and competence needed to succeed as TCSOL practitioners.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 45 | |
|---|---|---|---|---|
| Assessment Weeks | 42 | Feedback Weeks | 44 | |
| Feedback |
1,200-word essay. Written feedback provided. |
Word Count | 1200 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Manage classroom interactions effectively, adapting to the needs and dynamics of diverse learner groups. |
| Procedural | Apply | Apply pedagogical theories and teaching strategies effectively in TCSOL classroom settings. |
| Procedural | Create | Design and deliver engaging, learner-centred lessons that align with language learning goals. |
| Reflection | Apply | Demonstrate professional teaching skills and a clear understanding of the role of a TCSOL practitioner in fostering language acquisition. |
| Reflection | Evaluate | Use reflection and feedback to evaluate and improve their teaching practices. |
| Assessment Type | Summative | Weighting | 15 | |
|---|---|---|---|---|
| Assessment Weeks | 28,30,34,39,40 | Feedback Weeks | 29,31,35,40,41 | |
| Feedback |
10-minute Individual presentation in class. Written feedback provided. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Manage classroom interactions effectively, adapting to the needs and dynamics of diverse learner groups. |
| Procedural | Apply | Apply pedagogical theories and teaching strategies effectively in TCSOL classroom settings. |
| Procedural | Create | Design and deliver engaging, learner-centred lessons that align with language learning goals. |
| Reflection | Apply | Demonstrate professional teaching skills and a clear understanding of the role of a TCSOL practitioner in fostering language acquisition. |
| Reflection | Evaluate | Use reflection and feedback to evaluate and improve their teaching practices. |
| Assessment Type | Summative | Weighting | 40 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
1,000-word Course planning assignment. Students are likely to participate in teaching practice at different times. They are required to submit this assessment within three weeks of completing their teaching practice. Written feedback provided within two weeks of receiving this assessment. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Apply pedagogical theories and teaching strategies effectively in TCSOL classroom settings. |
| Procedural | Apply | Manage classroom interactions effectively, adapting to the needs and dynamics of diverse learner groups. |
| Procedural | Create | Design and deliver engaging, learner-centred lessons that align with language learning goals. |
| Reflection | Apply | Demonstrate professional teaching skills and a clear understanding of the role of a TCSOL practitioner in fostering language acquisition. |
| Reflection | Evaluate | Use reflection and feedback to evaluate and improve their teaching practices. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 15 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
10-minute recorded presentation.
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 85 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
2,200-word in total Teaching plan and practice reflection. The assignment contains 1,000-word teaching plan and 1,200-word practice reflection.
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Procedural | Apply | Apply pedagogical theories and teaching strategies effectively in TCSOL classroom settings. |
| Procedural | Create | Design and deliver engaging, learner-centred lessons that align with language learning goals. |
| Reflection | Evaluate | Use reflection and feedback to evaluate and improve their teaching practices. |
| Procedural | Apply | Manage classroom interactions effectively, adapting to the needs and dynamics of diverse learner groups. |
| Reflection | Apply | Demonstrate professional teaching skills and a clear understanding of the role of a TCSOL practitioner in fostering language acquisition. |
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