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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 l.jpg

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


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Governing Board ... (EPOSTL)

“Harmonising teacher education”

ECML Project:

Framework for Teacher Education (FTE)

‘Student teacher portfolio’

EPOSTL


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Existing work/documents (EPOSTL)

  • 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


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CEF (EPOSTL) 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


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EPOSTL (EPOSTL)


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What is the Profile? (EPOSTL)

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


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Organisation of the Profile (EPOSTL)

  • 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


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EPOSTL (EPOSTL)

  • No

  • Indirect

  • Yes – main focus

  • Indirect

EPOSTL


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European Language Portfolio (EPOSTL)

  • Reflection

  • 3-part structure: passport, biography, dossier (categories later to be changed in EPOSTL)

  • Self-assessment descriptors

EPOSTL


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Language and didactic descriptors (EPOSTL)

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


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Categories, (EPOSTL)

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


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Project team (EPOSTL)

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


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Project Tasks (EPOSTL)

  • 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


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Target group (EPOSTL)

  • Student teachers in initial teacher education

  • Training to teach in secondary education

  • Teachers of ‘general’ languages

EPOSTL


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Context (EPOSTL)

Methodology

Resources

Lesson planning

Conducting a lesson

Independent Learning

Assessment of learning

Categorisation of descriptors

EPOSTL


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EPOSTL (EPOSTL)


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EPOSTL (EPOSTL)


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Context A. Curriculum (EPOSTL)

  • 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


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EPOSTL (EPOSTL)


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METHODOLOGY: Writing / Written interaction (EPOSTL)

  • 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


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METHODOLOGY E. Grammar (EPOSTL)

  • I can use grammatical metalanguage if and when appropriate to the learners’ needs.

EPOSTL


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EPOSTL (EPOSTL)


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LESSON PLANNING: C. Lesson Organisation (EPOSTL)

  • I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate.

EPOSTL


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EPOSTL (EPOSTL)


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INDEPENDENT LEARNING A: Learner autonomy (EPOSTL)

  • I can help learners to reflect on and evaluate their own learning processes and evaluate the outcomes.

EPOSTL


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Issues & problems (EPOSTL)

  • 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


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Knowledge and values (EPOSTL)

  • 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


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Charting progress (EPOSTL)

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


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EPOSTL: personal or public or both? (EPOSTL)

  • Is it to be used as external evidence of qualifications, competence etc. (passport)?

EPOSTL


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Whose property is EPOSTL? (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


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Scope of EPOSTL (EPOSTL)

EPOSTL


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ELP: (EPOSTL)

Passport

Biography

Dossier

EPOSTL:

Personal statement

Self-assessment

Dossier

Structure of EPOSTL

EPOSTL


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Personal Statement (EPOSTL)

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


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Dossier (EPOSTL)

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


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Dossier (EPOSTL)

  • 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


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Uses of EPOSTL (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


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ASSESSMENT? (EPOSTL)

  • Is it to be used for assessing students?

    • Examinations during teacher education

    • Teaching practice etc.

EPOSTL


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CURRICULUM DESIGN (EPOSTL)

  • Is it useful for curriculum design in teacher education?

EPOSTL


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Prescriptivism through the back door? (EPOSTL)

  • Prescriptive or descriptive

    • Is EPOSTL indirectly imposing a curriculum or standard on teacher education?

EPOSTL


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Expected outcomes (EPOSTL)

  • 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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