1 / 52

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

The EPOSTL is a framework designed to help student teachers reflect on their knowledge, skills, and values in language teaching. It aims to enhance transparency, support learner autonomy, and promote international cooperation.

yoshikos
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

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

  3. 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)

  4. 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

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

  6. 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

  7. CEF EPOSTL 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 curricula across Europe.

  8. 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.

  9. Principles shared with CEFR • Reflection • ‘Can do’ competence descriptors • Terminology (glossary)

  10. Aims shared with CEFR • Enhance transparency of aims, syllabuses etc. • Support learner autonomy and life-long learning • Promoting international cooperation

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

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

  13. 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

  14. 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.

  15. 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

  16. Profile and Portfolio interrelation Profile item 28: Training in the practical application of curricula and syllabuses. Portfolio: I can identify curriculum requirements and set learning aims and objectives suited to my learners needs

  17. Profile and Portfolio interrelation Profile item 19: Training in the application of various assessment procedures and ways of recording learners’ progress. Portfolio: I can assess the process of project work. I can design a range of tests appropriate for my testing aims and learners’ needs.

  18. Profile and Portfolio interrelation Profile item 23: Training in the critical evaluation, development and practical application of teaching materials Portfolio I can identify and evaluate a range of course books/materials appropriate for the age, interest and language level of the learners. I can design learning materials and activities appropriate for my learners.

  19. 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)

  20. Aims of EPOSTL • 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.

  21. Structure of EPOSTL • Introduction • PERSONAL STATEMENT • SELF-ASSESSMENT • DOSSIER • Glossary of terms • Index • User’s Guide

  22. Personal statement 3. ‘Being able to explain grammar’ • personal reflection: you have considered what the statement means on your own; • dialogic reflection: you have discussed and perhaps modified your view by working with others.

  23. Self-assessment descriptors A. Curriculum • I can understand the requirements set in national and local curricula. A. Speaking/Spoken Interaction • I can create a supportive atmosphere that invites learners to take part in speaking activities.

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

  25. 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.

  26. 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).

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

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

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

  30. 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

  31. Self-assessment descriptors – what they are NOT • Merely a checklist to tick off • A fixed qualification profile • A way of testing students

  32. Self-assessment descriptors – what they ARE • an aid for reflection • a way of charting progress • a coherent basis for discussion, e.g. with teacher educators and mentors

  33. Issues & problems • Scope of EPOSTL • Is it to be used as external evidence of qualifications, competence etc. (passport)? • How many descriptors? How detailed? • Whether to reflect any particular approaches? • What terminology to use? • Should descriptors be skill-based or relate to underlying knowledge and values?

  34. Scope of EPOSTL

  35. Knowledge, skills and values • Knowledge: Savoir • I can critically assess my teaching in relation to theoretical principles. • I can understand the principles formulated in relevant European documents (e.g. Common European Framework of Reference, European Language Portfolio). • Skills: Savoir faire • I can identify and investigate specific pedagogical/ didactic issues related to my learners or my teaching in the form of action research. • Values: Savoir être • 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.

  36. 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.

  37. 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

  38. 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.

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

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

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

More Related