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European Portfolio for Student Teachers of Languages (EPOSTL) - a framework for reflection

European Portfolio for Student Teachers of Languages (EPOSTL) - a framework for reflection. Le Portfolio européen des enseignants de langues en formation (PELF) un cadre de référence Anne-Brit Fenner & David Newby. Governing Board . “Harmonising teacher education”.  ECML Project:

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European Portfolio for Student Teachers of Languages (EPOSTL) - a framework for reflection

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  1. European Portfolio for Student Teachers of Languages (EPOSTL)- a framework for reflection Le Portfolio européen des enseignants de langues en formation (PELF) un cadre de référence Anne-Brit Fenner & David Newby

  2. Governing Board ... “Harmonising teacher education”  ECML Project: Framework for Teacher Education (FTE) ‘Student teacher portfolio’ EPOSTL

  3. Existing work/documents • Council of Europe • Common European Framework of Reference • European Language Portfolio • European Commission/Univ. of Southampton • European Profile for Language Teacher Education – a frame of reference EPOSTL

  4. CEF EPOSTL The Common European Framework (…) describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The EPOSTL describes in a comprehensive way what language teachers have to learn to do in order to teach learners to use a language for communication and what knowledge and skills they have to help learners to develop so as to be able to act effectively. EPOSTL

  5. EPOSTL

  6. What is the Profile? The Profile presents a toolkit of 40 items which could be included in a teacher education programme to equip language teachers with the necessary skills and knowledge, as well as other professional competencies, to enhance their professional development and to lead to greater transparency and portability of qualifications. EPOSTL

  7. Organisation of the Profile • Structure – different constituent parts of language teacher education • Knowledge and understanding – what trainees should know and understand • Strategies and skills – what trainee language teachers should know how to do in teaching situations • Values – that language teachers should be taught to promote EPOSTL

  8. EPOSTL • No • Indirect • Yes – main focus • Indirect EPOSTL

  9. European Language Portfolio • Reflection • 3-part structure: passport, biography, dossier (categories later to be changed in EPOSTL) • Self-assessment descriptors EPOSTL

  10. Language and didactic descriptors European Language Portfolio • Language/learner-based:I can understand short simple texts written in common everyday language EPOSTL • Didactic/teacher-based:I can select texts appropriate to the needs and language level of the learners EPOSTL

  11. Categories, Insights Rationale, ‘Can-do’ descriptors Reflection, Self-assessment International ex- pertise, experience European Input to FTE Project EC European Profile CofE (LPD) Common European Framework CofE (LPD) European Language Portfolio CofE (ECML) Platform of Teacher Educators European Portfolio for Student Teachers of Languages (EPOSTL) EPOSTL

  12. Project team David Newby, Graz University, Austria Anne-Brit Fenner, University of Bergen, Norway Barry Jones, University of Cambridge, UK Hanna Komorowska, University of Warsaw, Poland Kristine Soghikyan, Brusov Linguistic University, Yerevan, Armenia Rebecca Allan, Southampton University, UK (representing Profile project) EPOSTL

  13. Project Tasks • Address content of teacher education core competences • Develop a Portfolio to help student teachers reflect on their knowledge, skills and values • To formulate didactic competence descriptors (I can…) relating to language teaching EPOSTL

  14. Target group • Student teachers in initial teacher education • Training to teach in secondary education • Teachers of ‘general’ languages EPOSTL

  15. Context Methodology Resources Lesson planning Conducting a lesson Independent Learning Assessment of learning Categorisation of descriptors EPOSTL

  16. EPOSTL

  17. EPOSTL

  18. Context A. Curriculum • I can understand the requirements set in national and local curricula. • I can understand and integrate content of European documents (e.g. Common European Framework, European Language Portfolio) as appropriate in my teaching. EPOSTL

  19. EPOSTL

  20. METHODOLOGY: Writing / Written interaction • I can evaluate and select a range of meaningful writing activities to help learners become aware of and use appropriate language for different text types (letters, stories, reports etc). EPOSTL

  21. METHODOLOGY E. Grammar • I can use grammatical metalanguage if and when appropriate to the learners’ needs. EPOSTL

  22. EPOSTL

  23. LESSON PLANNING: C. Lesson Organisation • I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate. EPOSTL

  24. EPOSTL

  25. INDEPENDENT LEARNING A: Learner autonomy • I can help learners to reflect on and evaluate their own learning processes and evaluate the outcomes. EPOSTL

  26. Issues & problems • Whether to reflect any particular approaches? • What terminology to use? • How many descriptors? How detailed? • Should descriptors be skill-based or relate to underlying knowledge and values? • Should an instrument for mapping progress be included? • Should the EPOSTL be used for reflection or as external evidence too?etc. etc. … EPOSTL

  27. Knowledge and values • Knowledge: • I can critically assess my teaching in relation to theoretical principles. Savoir • I can design language courses around the requirements of the national and local curricula.Savoir faire • Values: • I can understand the personal, intellectual and cultural value of learning other languages. • I can appreciate and make use of the value added to the classroom environment by learners with diverse cultural backgrounds. Savoir être EPOSTL

  28. Charting progress I can create a supportive atmosphere that invites learners to take part in speaking activities. 6.3.06 24.10.06 18.1.07 EPOSTL

  29. EPOSTL: personal or public or both? • Is it to be used as external evidence of qualifications, competence etc. (passport)? EPOSTL

  30. Whose property is EPOSTL?  Student teacher  AIMS • to encourage students to reflect on the competences a teacher strives to attain and on the underlying knowledge which feed these competences; • to help prepare students for their future profession in a variety of teaching contexts; • to promote discussion between students and between students and their teacher educators and mentors; • to facilitate self-assessment of students’ competence; • to help students develop awareness of their strengths and weaknesses related to teaching; • to provide an instrument which helps chart progress. EPOSTL

  31. Scope of EPOSTL EPOSTL

  32. ELP: Passport Biography Dossier EPOSTL: Personal statement Self-assessment Dossier Structure of EPOSTL EPOSTL

  33. Personal Statement As learners of language in school, you already have had a lot of contact with teaching. What aspects – qualities, practices etc. - of your own language teachers might influence how you wish or do not wish to teach? EPOSTL

  34. Dossier The primary function of the student teacher dossier is to help support claims that the ‘can do’ statements are an accurate reflection of your specific skills and abilities. You can do this by building up a ‘dossier’ of evidence. It is for you to decide what to include since you are the best - and sometimes only – judge of what evidence supports your ‘can do’ statements convincingly. EPOSTL

  35. Dossier • evidence from lessons you have given • lesson plans, completed by yourself and/or with others, for a single or a series of lessons • lesson observation notes written by teachers / mentors / tutors • small-scale action research projects either for yourself or to share with others for discussion, reflection, analysis • samples of assignments written by you and/or in collaboration with others linking theoretical to practical considerations EPOSTL

  36. Uses of EPOSTL • It should be incorporated into existing course structures and relate to what is being taught and learned. • It should be used over a period of time, if possible throughout the teacher education programme. This will help to chart progress and growth. • It can provide support to teaching practice and assist in discussions with mentors. This will help mentors to provide systematic feedback. • It serves as a springboard for discussions, topics for term papers, research projects etc. EPOSTL

  37. ASSESSMENT? • Is it to be used for assessing students? • Examinations during teacher education • Teaching practice etc. EPOSTL

  38. CURRICULUM DESIGN • Is it useful for curriculum design in teacher education? EPOSTL

  39. Prescriptivism through the back door? • Prescriptive or descriptive • Is EPOSTL indirectly imposing a curriculum or standard on teacher education? EPOSTL

  40. Expected outcomes • Provide greater transparency of aims and didactic competences in teacher education for both students and educators • Support a reflective mode of teacher education • Aid harmonisation of bottom-up, need-based objectives and top-town curriculum planning • Aid comparison of teacher education programmes EPOSTL

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