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Using the EPOSTL in Pre-Service Teacher Training The Faculty of Teacher Education, University of Zagreb, Croatia Ivana Cindrić Marija Andraka Milka Bilić-Štefan.

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Presentation on theme: "Using the EPOSTL in Pre-Service Teacher Training The Faculty of Teacher Education, University of Zagreb, Croatia Ivana Cindrić Marija Andraka Milka Bilić-Štefan."— Presentation transcript:

1 Using the EPOSTL in Pre-Service Teacher Training The Faculty of Teacher Education, University of Zagreb, Croatia Ivana Cindrić Marija Andraka Milka Bilić-Štefan

2 The Faculty of Teacher Education, University of Zagreb Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria

3 Distribution of ELT methodology courses Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria Course title SemesterHoursECTS Creative Teaching Activities Creative Teaching Activities Introduction to ELT Methodology 5604 Teaching English to Young Learners 6754 Content-based Language Teaching 7302 Culture in Teaching Young Learners 9302 Assessment in ELT 8302 Classroom Practice 4, 5, 6, 7, Teaching Practice Course 9,

4 Raising student self-awareness Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria 1.Personal reflection tools: practice logs reflective diaries self-assessment forms European Portfolio for Student Teachers of Languages (since the 2009/10 academic year - Year 5) 2.Descriptive feedback during lessons analyses brings unaware aspects of teaching to awareness

5 EPOSTL 2009/2010 Research Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria 5th year students (during the Teaching Practice Course) focused on self-assessment sections required students own critical reflection and taking into account descriptive feedback offered by their peers during the lessons' analyses assessment bars indicate a substantial development of paritcular competences students left part of the bars blank belief that there was still room for improvement

6 Research aims: Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria Obtain students feedback on the use of the EPOSTL Present state What next?

7 Students feedback on use of the EPOSTL Qualitative: Quantitative: Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria Sections not used Design Changes Effect Areas to work on Improvement of use Year of study Frequency of use Areas for improvement Usefulness of sections at present Usefulness of sections for the future

8 Qualitative analysis of students answers Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria Sections not used DesignChangesEffect Areas to work on Improvement in the use YR 3 Dossier; tasks they didn't understand well-designed, easy to follow, colorless, boring space, colour, too difficult no (13); not yet (3), raised awareness (15) no (13); not yet (3), awareness (15) introduce earlier (5); in class (13), better explained (6) YR4YR4 last section, non- obligatory sections good (15); not good-boring (8); (no pictures, illustrations, monotonous) complex questions, change usage- not the portfolio, examples from practice, more colour no effect (9); awareness of skills to be improved, what they know/ don't know (13) areas to work on: classroom management, independent learning, culture, lesson aims use more in class (12); better understanding (6); useless (2) YR5YR5 dossiergood (9); dull (3)hard to measure progress; difficult questions, add pictures no effect (2); yet to see (3); awareness (9) materials, techniques, classroom management (3); no 1 more often (2), earlier (3); used when they start teaching, better explained, awareness of the benefits

9 Results Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria 1. Sections: confused regarding the sections,their purpose, and what to fill in; Dossier 2. Design: generally find it good with occasional comments (no pictures, not enough space...) 3. Effect: some see that it raised awareness (year 5), some dont see any effect yet (year 3, year 4) 4. Areas to work on are identified more by students in yr 4 and yr 5 5. Improvement in the use: use more often and in class

10 Quantitative analysis - usefulness of sections at present - Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria

11 Quantitative analysis - usefulness of sections at future - Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria

12 Conclusions: Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria According to the students answers: Purpose and population targeted is rather unclear Independent work – too demanding (complex statements, unfamiliar vocabulary...) frustration and negative attitude Concept of self-awareness and self-assessment is recognized by half of the participants Some students identified areas to work on (generally in yr5) Usage – more frequent; in class Presently, it seems that they dont see the usefulness of the majority of sections Anticipate that the sections will be useful in the future Design: good with occasional comments (no pictures, not enough space...)

13 What next? Crossing continents: EPOSTL around the world; 18 – 19 February, 2014; Graz, Austria Change the role of the EPOSTL Its role in the syllabi Introduce it in other courses Expand its use Introduce the EPOSTL and work with it! Establish and remind students of its purpose and the target population Define and implement a standardized procedure for marking the self-assessments In seminar work After completion of a certain topic Guide students in working with the EPOSTL Work on developing skills for working independently, taking responsibility and becoming autonomous Combination of class work and independent work Work with the glossary whenever applicable Check back again in the near future!


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