Insights into the European portfolio for student teachers of languages (EPOSTL)
2007 saw the publication of the European Portfolio for Student Teachers of Languages (EPOSTL) by the Council of Europe, the result of a project carried out under the auspices of the European Centre for Modern Languages. The central aim of this project was to produce a document which would contribute to the harmonisation of teacher education in Europe. The EPOSTL is a portfolio intended for students undergoing their initial teacher education which encourages them to reflect on the didactic knowledge and skills necessary to teach languages, helps them to self-assess their own didactic competences and enables them to monitor their progress and to record their experiences of teaching during the course of their teacher education. At its heart are 195 "I can" descriptors of didactic competences, which teachers strive to attain. The EPOSTL has since been translated into 13 languages and is used widely across Europe and beyond. The main aim of Insights into the European Portfolio for Student Teachers of Languages (EPOSTL) is to explore important theoretical issues, an understanding of which is necessary to support the use of the EPOSTL in teacher education programmes. The first part of the book provides discussions of relevant theoretical areas: the role of reflection, learner autonomy and intercultural awareness. In the second part, the focus is on the relationship between the EPOSTL and other European publications, such as the Common European Framework of Reference and the European Profile for Language Teacher Education. Suggestions are made as to how they can be used together in teacher education. The final section provides case studies on the use of the EPOSTL in three European countries. Whether users of the EPOSTL or not, both teacher educators and their students will find that the discussions of this book provide important insights into key aspects of teacher education.
Role of the Teacher
The recent increase of Internet connectivity in the classroom has far-reaching implications for the professional development of teachers. The role of the teacher as a facilitator has been well documented in literature, the role of the teacher as a custodian is seldom mentioned. In this chapter, the concept of the custodial role is introduced. The role of the teacher and the students responses are discussed in detail. This chapter raises critical issues, leading to recommendations for the professional development of teachers.
Teachers as Facilitators in a Computer‐supported Learning Environment
ABSTRACT This paper argues that teachers in this technology‐rich era have a new role to play in their classrooms. As a knowledge facilitator, rather than a knowledge presenter, the job of the teacher is to create a computer‐ supported learning environment where learners are encouraged to think critically and creatively and to develop personal ownership and appreciation of the knowledge constructed. Classroom examples are given in this paper to provide evidence that the teacher's role is crucial in a successful computer‐ based learning environment. The implications of computer‐supported learning environments to teacher development and education are also discussed.