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Language Teacher Education: from diversity to common threads

Language Teacher Education: from diversity to common threads. The Bologna process (1999). cycles and levels workload, ECTS employability quality assurance recognition and cooperation mobility European dimension . The Bologna process after 1999.

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Language Teacher Education: from diversity to common threads

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  1. Language Teacher Education: from diversity to common threads

  2. The Bologna process (1999) • cycles and levels • workload, ECTS • employability • quality assurance • recognition and cooperation • mobility • European dimension

  3. The Bologna process after 1999 • towards student-centered, outcomes-based learning • European and national qualification frameworks (EQF, NQF) • global dimension • social dimension • (Rauhvargers, Bologna Stocktaking Working group 2009)

  4. LanQua and Bologna • quality assurance • framework • Teacher education group: • - learning outcomes

  5. Learning outcomes • ”statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning”. • (The official Bologna Process website 2007–2010; http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/glossary.asp)

  6. Knowledge and understanding 1 • ｷlanguage proficiency in the language(s) they intend to teach • ｷintercultural awareness and ways of developing experiences which involve exchanges and interaction between different cultural perspectives • ｷlanguage teaching methodologies, and in state-of-the-art classroom techniques and activities

  7. Knowledge and understanding 2 • ｷknowledge and skills in how to apply various assessment procedures, techniques and ways of recording learners’ progress • ｷknowledge of methods of learning to learn • ｷan understanding of independent language learning strategies

  8. LO’s: competences • Students who have acquired such knowledge andunderstanding will be expected to demonstrate the capacity for: • ｷreflective practice and self-evaluation • ｷmaintaining and enhancing ongoing personal language competence • ｷplurilingual awareness and implementing language diversity • ｷmaking links with colleagues teaching different languages

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