Presentation on theme: "EPOSTL 1. 2 3 4 5 6 7 8 9 10 The origins of the EPOSTL."— Presentation transcript:
10 The origins of the EPOSTL
EPOSTL 12 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
EPOSTL 14 The central aims of the EPOSTL
EPOSTL 15 to encourage students to reflect on the competences a teacher strives to attain and on the underlying knowledge which feeds these competences
EPOSTL 16 to promote discussion between students and between students and their teacher educators and mentors
EPOSTL 17 to facilitate self- assessment of students competence
EPOSTL 18 to provide an instrument which helps chart progress
EPOSTL 19 to provide support during teaching practice and assist in discussions with mentors and teacher educators
EPOSTL 20 The structure of the EPOSTL
EPOSTL 24 I can cater for a range of learning styles I can evaluate and select a variety of materials to stimulate writing
EPOSTL 25 I can creative a supportive atmosphere that invites learners to take part in speaking activities.
EPOSTL 26 I would let pupils work in small groups. I wouldnt correct their mistakes all the time.
EPOSTL 27 Categorisation of descriptors 1. Context 2. Methodology 3. Resources 4. Lesson planning 5. Conducting a lesson 6. Independent Learning 7. Assessment of learning
EPOSTL 30 I can understand the requirements set in national and local curricula. I can understand and integrate content of European documents (e.g. CEFR, ELP) as appropriate in my teaching.
EPOSTL 31 Quantifying competences C2 Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. C1 Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say. B2 Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. B1 Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films. A2 Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words. A1 Has a very basic range of simple expressions about personal details and needs of a concrete type. EPOSTL?
EPOSTL 41 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
EPOSTL 42 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.
EPOSTL 43 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 44 CEFR: Overall reading comprehension (p.69)EPOSTL: Methodology, D. Reading B1. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. 1. I can select texts appropriate to the needs, interests and language level of the learners. CEFR: Reading for orientation (p.70)EPOSTL: Methodology, D. Reading B1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task. 5. I can set different activities in order to practise and develop different reading strategies according to the purpose of reading (skimming, scanning etc.). CEFR: Reading for information and argumentation (p.70) EPOSTL: Methodology, D. Reading B2. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. 9. I can help learners to develop critical reading skills (reflection, interpretation, analysis etc.).
EPOSTL 46 European Language Portfolio Language/learner-based: I can understand short simple texts written in common everyday language EPOSTLDidactic/teacher-based: I can select texts appropriate to the needs and language level of the learners
EPOSTL 48 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/MainRep ort.pdf) What is the Profile?
EPOSTL 50 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.
EPOSTL 51 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.
EPOSTL 56 European Input to FTE Project EC European Profile CofE (ECML) Platform of Teacher Educators CofE (LPD) European Language Portfolio European Portfolio for Student Teachers of Languages (EPOSTL) CofE (LPD) Common European Framework Categories, Insights Reflection, Self-assessment International ex- pertise, experience Rationale, Can-do descriptors
EPOSTL 57 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 58 More information and downloadable versions of the EPOSTL from PowerPoint production: David Newby Nancy Campbell Christian Stenner
EPOSTL 59 S P E C I A L T H A N K S TO S T U D E N TS F R O M