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Introducing TEA in Pre-service Teacher Training

EALTA Conference 2005, Voss, Norway. Introducing TEA in Pre-service Teacher Training. Carol Spoettl & Wolfgang Stadler Philologisch-Kulturwissenschafliche Fakultät University of Innsbruck. Methodology Course. TEA Course. Presentation Overview The Innsbruck Model. European Label 2002

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Introducing TEA in Pre-service Teacher Training

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  1. EALTA Conference 2005, Voss, Norway Introducing TEA in Pre-service Teacher Training Carol Spoettl & Wolfgang Stadler Philologisch-Kulturwissenschafliche Fakultät University of Innsbruck

  2. Methodology Course TEA Course Presentation OverviewThe Innsbruck Model • European Label 2002 • Course content • Course assessment • Student reactions • Problems • Action points • Course content • Course assessment • Student reactions • Problems • Action points

  3. The Innsbruck Model: StructurePre-service teacher education for foreign languages • Two joint courses + language specific workshops for all philological departments • Course 1: Methodology • Introduction to the teaching of foreign languages for student teachers studying one or two (foreign) languages • Course 2: Testing, Evaluation & Assessment

  4. The Innsbruck Model: Content • Multilingual approach • Bilingual sessions • Language awareness • Reflective practice Pre- and post graduation: model effects • Team-teaching • Co-operation • Synergy effects

  5. Course Content: Methodology • Language learning biography • Curriculum & Syllabus design • Lesson planning • Media & the new technology • Open space & panel discussion • Multilingualism in the foreign language class • Language acquisition & language learning • Learner autonomy, learning strategies & self assessment • Common European Framework of Reference • Motivation: forms & theory

  6. Testing, Evaluation, Assessment

  7. Testing Test method Test purpose Achievment Proficiency Validity Reliability Test items washback Assessment Teacher assessment Peer assessment Self assessment Assessing grammar Assessing vocabulary Assessing the skills Assessment tools Course content: TEA

  8. TEA Course: Assessment Portfolio • Cover letter • One book review • Three article reviews • Comparison of two international tests (for the language of their choice) • Goal Statement

  9. TEA Course assessmentSpecific Language Workshops Portfolio • Cover letter • Three test items • Two assessment tools • One self designed school test • for a chosen level • and a given course book

  10. Student Reactions: quantitative results More confidence now Presentations with enthusiasm and involvment Alternatives to ”traditional“ methods Handoutsuseful good overview helpful necessary interesting

  11. Problems encoutered in TEA: course internal • Time: a one hour course • English as the language of the literature • Attitudes to language learning • the power of personal experience over academic input • grasp of SLA-theories

  12. “Tests are based on theories of the nature of language use in the target setting and the way in which this is understood will be reflected in test design.” MacNamara 2000.10

  13. TEA: Problems encountered course-external • Acceptance levels outwith the university • our own Face Validity problem • feelings of institutional competition for competency • Absence of feedback from school to university • Teachers supervising teaching practice

  14. “The very nature of testing has changed quite radically over the years to become less impositional, more humanistic, conceived not so much to catch people out on what they don‘t know but as a more neutral assess -ment of what the do.” MacNamara 2000.4 AK figures for Austrian parent expenditure on extra tuitition May 2005: € 60.000,- to € 100.000,- annually (for Maths and English)

  15. Action Points • Political cooperation sought and obtained • LEA (Local Education Authority) • In-service training courses for supervisors of trainee teachers • A two-year-plan for TEA in service course for ALL foreign language teachers • Follow-up work shops to support new principled practice

  16. Advice we can give Link teaching courses with testing courses Advice we would like How to redress the dominance of English in the background literature How to change mind sets Conclusions

  17. Thank you for your attention!

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