ABSTRACT
A particular complication is that a clear-cut distinction between ITE and IN SET only applies to teachers, usually in state systems, who have followed the conventional sequence of school-ITE-teaching-INSET. In ELT, in contrast, many teachers have done other jobs before turning to teaching, while others start teaching with no ITE and take their first course after some years’ experience (sec tion 6.3). Their approach to ITE will certainly be different from that of an inex perienced school-leaver (see section 6.3 discussion). We cannot really address all the possible variations, and so have to discuss design in general terms, backed up by examples in our appendices and case studies. Therefore in this chapter we consider two issues: the effect of pre-existing factors on design choices (see Box 4.1) and the principle of coherence, the integration between different course components (Wallace, 1991:153). In Appendix 4.1 we summarise the main types of activity to be integrated. In Appendix 4.2 we suggest an ITE ‘proto-syllabus’
Accreditation requirements
Intake: numbers, full/part-time involvement, characteristics Income and costs
Geography
Course duration and structure
Staff conditions of work: full/part-time, nature of role
Staff weaknesses, strengths and attitudes
Box 4.1 ITE design parameters
of possible objectives based on the frameworks in Part 1. In Appendix 4.3 we provide a general design checklist. In Chapter 5 we discuss ITE from the stand point of a provider’s concerns: input, feedback and assessment.
