In slovakia Laurencia Tomková Denisa Terifajová Teacher profile In slovakia Laurencia Tomková Denisa Terifajová

Objectives to analyse video samples to study in-service teacher´s self-perception to study pre-service teacher´s self-perception to compare interviews with teachers According to The EPOSTL self-assessment descriptors

descriptors “I can create a supportive atmosphere that invites learners to take part in speaking.” “I can introduce a grammatical item and help learners to practise it through meaningful contexts and appropriate texts.” “I can select from and plan a variety of organisational forms (frontal, individual, pair, and group work) as appropriate.”

descriptors “I can encourage learner participation whenever possible.” “I can manage and use instructional media efficiently (OHP, ICT, video etc.).” “I can conduct a lesson in the target language.” “I can take into account the affective needs of learners. (Sense of achievement, enjoyment etc.)”

in-service teacher: Study: University of Presov Practice: 13 years at elementary school interested in the project Her class: 12 students Pre-service teacher Study: university of presov Practice: 65 hours (½ english) Involved in the project at elementary school and high schools Her class: max 15 students

In-service Pre-service “I can conduct a lesson in the target language.” “I can introduce a grammatical item and help learners to practise it through meaningful contexts and appropriate texts.” In-service Pre-service new grammar in Slovak language Step by step of learner´s thinking Slow, precious explanation visual stimulus Repetition the target language as much as possible nonverbal expressions Slovak language to say a task quickly

In-service Pre-service Mostly frontal - demonstration “I can select from and plan a variety of organisational forms (frontal, individual, pair, and group work) as appropriate.” “I can create a supportive atmosphere that invites learners to take part in speaking.” “I can encourage learner participation whenever possible.” In-service Pre-service Mostly frontal - demonstration positive and nice personality meaningful context for speaking Personal experiences frontal work – demonstration work in group to play DOMINO game pair work to ask for a route meaningful task student’s previous knowledge of the world

Pre-service In-service like to play games – active learning “I can take into account the affective needs of learners. (Sense of achievement, enjoyment etc.)“ “I can manage and use instructional media efficiently (OHP, ICT, video etc.).” In-service Pre-service like to play games – active learning presentation with the phrases Students speak about themselves students´ books and blackboard

Self-assessment In-service Pre-service organize phases of explanation Friendly teacher her students enjoy the English lessons „still something to improve“ interaction with students friendly teacher empathy and patience Explanation step by step her language competence, creativity, clear instructions to improve

interviews Pre-service teacher is more critical positive atmosphere repetition is the basic method Pre-service teacher uses more technological tools (smartbook,hot potatoes...) any self-assessment portfolio vs. The Epostl Methodological workshops Discussions with colleagues, mentors; brief feedback from students

conclusion The EPOSTl helps to create interesting lesson and develop teacher´s skills Teachers in slovakia are not familiar with the epostl