Microteaching, designed at the Stanford University in the 1960’s (Allen & Ryan, 1969), revised (Ryan & Wang, 1996) has been described as one of the most powerful techniques for improving teaching. It has a longstanding reputation in the professional development of teachers at all levels from schools to universities. This paper reports on an on-going project from the National Institute of Education (NIE) Singapore, on the use of podcasts in the professional preparation of English language teachers (ELTs). One outcome of the project, designed in 5 Stages, will be the creation of an NIE website Grammar Rules! The project focuses on the authentic assessment devised for 190 trainee non-specialist primary schools teachers by 5 non-tech-savvy Tutors. The NIE Grammar in a Pod project differs from established microteaching in a number of important ways. New technologies have opened up new options for teaching and learning. The arrival of the podcast presents teachers in every kind of institution with an invaluable learning resource and assessment opportunity. The poster will outline a framework for using podcasts as authentic teaching and assessment opportunities. The pedagogic rationale for podcast creation will be outlined, together with a framework for understanding podcasts as an appropriate model of autonomous learning and authentic assessment. It will be demonstrated that using podcasts in teaching, promotes creativity and supports learner autonomy. The process and findings from the project will be of interest to university teachers and other engaged in the professional training of graduates and professionals in the 21st century, including doctors, lawyers, engineers and of course, teachers.
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