1. Catherine Beswick University of Nottingham April 2019
Information overload to knowledge development: transforming tutor induction on a summer presessional
Catherine Beswick
University of Nottingham
April 2019

2. Outline CELE Online Tutor Induction (OTI)
Feedback from tutors & coordinators
Challenges for tutors new to EAP
Potential of the Online Tutor Induction
Where next?

3. Our process: CELE Online Tutor Induction
Initial aims:
To provide timely support and information for tutors
To provide support for course coordinators – information in one place
To improve student learning and the student experience (through better preparation and support for staff)

4. Feedback from tutors & coordinators
Key successes
Overall feedback was overwhelmingly positive
Tasks very useful
Sections very useful
Impact on the face to face (f2f) induction - discussion, debate, engagement, community building
Provided practical suggestions for improvements for 2019
“puts EAP into context” “an early entrance into rethinking as part of a team”
“a good flavour of the course which could then be supplemented at the face-to-face induction”
“used to ‘ease’ into the programme” “very useful! Great discussion in face to face induction“
“really helpful insights” “led to some productive discussion in the face-to-face induction”
“not being overloaded with too much info all at once” “Good- thought provoking”
“tutors were prepared to discuss key areas and many questions were already answered”

5. Feedback from tutors & coordinators
Suggested areas for review/development
Navigation
Navigation and links
Content organisation and signposting of tasks
Content
Clarity of tasks
More examples!
Content on reflection
Develop EAP theory section
More explicit links between sections
Number of compulsory tasks
Timing of tasks
Tutors not completing tasks prior to f2f induction
Task priority
Face to face induction
Integration of OTI & f2f inductions
Returning tutors
Different focus for returning tutors

6. Tutors new to EAP
EAP Practitioners “often enter the field initially by being employed on temporary contracts, such as on the large summer pre-sessional courses in the United Kingdom”
(Ding & Bruce 2017:105)
13 out of 38 tutors had 0-2 years EAP experience (8 had no previous EAP experience prior to joining)
Most time spent on:
aims, outcomes and methodology
sample lesson and materials
teaching EAP
assessment

7. Key challenges for tutors new to EAP
Alexander (2010), Post (2010), and Campion (2016) reported key challenges for new EAP teachers as:
Understanding what EAP involves
Understanding how EAP and ELT differ
Understanding EAP materials
Understanding student needs in the disciplines
Delivery – making it relevant, authentic and interesting
Teaching critical thinking
Personal insecurities

8. Addressing these challenges
Information: clearer, more detailed information about what the role might involve
Collaboration: talking to other teachers, asking questions, peer observation, sharing practice (but issues of heavy workload)
Ongoing development process: “opportunities for longer- term, on-going development initiatives are what teachers find to be most valuable” (Ding & Campion 2016: 552)
Campion 2016, Ding and Bruce 2017, Ding and Campion 2016, Alexander 2010, Post 2010

9. Potential of the Online Tutor Induction
CONTENT AND CONTEXT
Authentic EAP content and context
Video(s) of EAP teaching
Materials – video and through task
Feedback on written work
Assessment – student examples and marking criteria
Tutorial scenarios
Information
Practical
Theoretical
Tasks – provide opportunity to:
Engage more deeply with content
Reflect and form questions
Learn by doing
Prepare for f2f induction
ACCESSIBILITY AND TIME
Self access – manage own time and time-zone
Website
Opportunity to revisit, dip in and out
Authentic EAP content and context
Engagement
Control
Autonomy
REDUCE CHALLENGES FOR NEW EAP TUTORS
Understanding what EAP involves
Understanding how EAP and ELT differ
Understanding EAP materials
Understanding student needs in the disciplines
Delivery – making it relevant, authentic and interesting
Teaching critical thinking
Personal insecurities
IMPACT on F2F INDUCTION
Saves time
Resource
Creates space for: discussion, debate, sharing practice, community building
Collaboration
Discussion

10. Ongoing development of tutors
Online Tutor Induction
Face to Face induction
Professional development sessions
Tutor observations
Tutor appraisal
Peer observations
Mentoring
Collaboration

11. Where next? Context – growth of summer presessional courses
Investing in and developing our tutors – particularly those entering the field of EAP
Development as beyond ‘information-giving’ in a short induction
Questions for you
What do other institutions provide by way of induction?
Is an online tutor induction a positive way forward?
What are we missing?
Could it work in your institutions?
Alternatives?
Thoughts, suggestions, critical comments

12. References
Alexander, O. (2010). The Leap into EAP: the role of the BALEAP competency framework in the professional development of new EAP teachers. Retrieved from: 28/9/18 BALEAP (2008). Competency Framework for Teachers of English for Academic Purposes. Retrieved from 28/9/18 BALEAP (2014). The BALEAP TEAP Scheme Retrieved from: content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf 2/4/19 Campion, G. (2016). ‘The learning never ends’: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, Volume 23, September 2016, P Ding, A., and Bruce, I. (2017). The English for Academic Purposes Practitioner: Operating on the Edge of Academia. London: Palgrave Macmillan Ding, A., and Campion, G. (2016). EAP Teacher Development in Hyland, K., Shaw, P. (Eds.). The Routledge Handbook of English for Academic Purposes. London: Routledge. Post, D. (2010). The transition from teaching General English to English for academic purposes: An investigation into the challenges encountered by teachers. Bath, The University of Bath