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

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project tasks
Project Tasks
  • Address content of teacher education core competences
  • To formulate didactic competence descriptors (I can…) relating to language teaching
  • Develop a Portfolio to help student teachers reflect on their knowledge, skills and values
slide15
to encourage students to reflect on the competences a teacher strives to attain and on the underlying knowledge which feeds these competences
slide16
to promote discussion between students and between students and their teacher educators and mentors
slide19
to provide support during teaching practice and assist in discussions with mentors and teacher educators
slide24
I can evaluate and select a variety of materials to stimulate writing

I can cater for a range of learning styles

slide25
I can creative a supportive atmosphere that invites learners to take part in speaking activities.
slide26
I wouldn’t correct their mistakes all the time.

I would let pupils work in small groups.

categorisation of descriptors
Context

Methodology

Resources

Lesson planning

Conducting a lesson

Independent Learning

Assessment of learning

Categorisation of descriptors
slide30
I can understand and integrate content of European documents (e.g. CEFR, ELP) as appropriate in my teaching.

I can understand the requirements set in national and local curricula.

slide32
1.

2.

3.

4.

slide41
European Commission/Univ. of Southampton

European Profile for Language Teacher Education – a frame of reference

Council of Europe

Common European Framework of Reference

European Language Portfolio

slide42
The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks etc. across Europe.

The EPOSTL provides a common basis for the specification and discussion of didactic competences and teacher education curricula across Europe.

slide43
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.

slide46
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

what is the profile
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’ (http://www.lang.soton.ac.uk/profile/report/MainReport.pdf)

slide50
Profile item 28:

Training in the practical application of curricula and syllabuses.

I can identify curriculum requirements and set learning aims and objectives suited to my learners needs and interests.

slide51
Profile item 19:

Training in the application of various assessment procedures and ways of recording learners’ progress.

EPOSTL:

I can assess the process of project work.

I can design a range of tests appropriate for my testing aims and learners’ needs.

european input to fte project
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)

expected outcomes
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
more information and downloadable versions of the epostl from
More information and downloadable versions of the EPOSTL from

http://epostl2.ecml.at/

PowerPoint production:

David Newby

Nancy Campbell

Christian Stenner

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