This course is designed for English teacher education planners, managers, trainers and educators working in formal and non-formal training, education, and teacher development. It will look into the language teacher education and development practices at the universities, state sector and non-state sector. Students will explore how the teacher education programme are developed and run and the challenges that face the stakeholders. This course will also develop in students general philosophy of teacher development and skills required to help teacher development. The areas addressed by the course will be teacher training, observation and feedback, continuing professional development and mentoring.


·         Familiarize with the different requirements of pre-service and in-service English education and training courses

·         Explore the English teacher education policies, planning and practices in the state sector, university sector and non-state sector

·         Assess strategies and opportunities for English language teacher development

·         Review and assess existing teacher training courses and materials

·         Explore different models and practices in the area of continuing professional development for language teachers

This course aims at offering an introduction to quantitative, qualitative and mixed methods research in social science. Participants will learn about these research methods and their philosophical and theoretical underpinnings.  In particular, this course will help the participants to understand and practice formulation of research questions, problem statement, research design, data collection, analysis and reporting process while carrying out a quantitative, qualitative and mixed methods study.  

The PhD students are required to conduct an independent research based on defined original research the problem, theoretical perspective(s) and sound research design. The process of completing the design entails – proposal defence, completion of the research under the guidance of an assigned supervisor, evaluation by an external examiner, and successful viva-voce.

This course intends to prepare educational leaders for upgrading instructional activities like approaches of managing classrooms, pedagogical planning, preparing and using instructional resources, assessment of students learning and other area related to students learning. Overall goal with this course is to help students examine issues related to teacher effectiveness, leadership and mentoring, and reflect about teaching practice in relation to learning outcomes. It is expected that students gain knowledge and skill to effectively guide and assess the work of novice teachers. During the course, we will examine question about what it means to be an effective teacher, supervisor, mentor, leader and researcher in terms of meeting the needs of students in today's schools. Further this course intends to develop educational leaders who accept responsibility for ensuring that the learning of students in the school is optimal and can interpret national and global trends and issues in the school setting. An attempt will be made to impart essential knowledge, skills and attitudes needed for an effective school Principal and educational leader who can provide dynamic leadership for change and innovation, academic success and optimum stakeholder satisfaction.

Course Description

The course aims at enabling research students with skills, knowledge and understanding of qualitative research traditions, methods and techniques, thereby developing research capabilities in problematising research issues, conceptualising theoretical perspectives, developing research design and analysing and interpreting qualitative data.
Furthermore, the course also aims research students to develop knowledge and skills necessary for applying appropriate quality and ethical standards for their research projects.
Key topics of this course include: Overview of qualitative research traditions, key paradigms and worldviews, problematising in qualitative research, research designs, interpreting qualitative data and maintaining ethical and quality standards.

This is advanced qualitative research for Master of Philosophy in English Language Education 

This course gives students a critical understanding of the functioning of the English language from the perspectives of modern linguistics. The content of the course is divided into four modules. Conceptualizing the notion of human language, the course takes a brief account of the theoretical and methodological aspects of English Linguistics. In the second module students study the morphological processes of modern English language. The Module 3 undertakes English Syntax i.e., the structure of sentences of modern English language. In Module 4 we take up the Syntax-Semantics Interface of the English language.