ZUZANA STRAKOVÁ IAA FF PU Pre-service Trainees´ Conception of Themselves Based on the EPOSTL Criteria: a Case Study

Definition of key terms Introduction of the case study Discussion of the results Summary

EPOSTL is... a document designed by European Centre for Modern Languages a document for students in initial teacher education a document which encourages the reflection on students' knowledge and skills in teaching foreign languages

EPOSTL consists of... a personal statement section – general questions related to teaching a self-assessment - lists of ‘can-do’ descriptors relating to didactic competences a dossier - progress and record examples of work

‘Can-do’ descriptors Context Context  I can understand the requirements set in national and local curricula. Methodology Methodology  I can create a supportive atmosphere that invites learners to take part in speaking activities. Resources Resources  I can select those texts and language activities from coursebooks appropriate for my learners. Lesson Planning Lesson Planning  I can plan specific learning objectives for individual lessons and/or for a period of teaching. Conducting a Lesson Conducting a Lesson  I can start a lesson in an engaging way. Independent Learning Independent Learning  I can help learners to reflect on and evaluate their own learning processes and evaluate the outcomes. Assessment of Learning Assessment of Learning  I can identify strengths and areas for improvement in a learner’s performance.

Background Aim : to measure the internal belief about readiness for the profession Target group: 37 pre-service teacher trainees – after the final teaching practice Tools: EPOSTL descriptors within 7 areas; 0 – 100% readiness

Findings 72% (at least 1 descriptor at 100%)  56 % - 96%  92% 27% (none descriptor at 100%)  60% - 85%  70%

Highest scores in individual descriptors: Descriptorav. score I can accept feedback from my peers and mentors and build this into my teaching 91, 9 % I can understand the personal, intellectual and cultural value of learning other languages 91,4 % I can decide when it is appropriate to use the target language and when not to I can conduct the lesson in the target language 90 % 89,1 % I can observe my peers, recognize different methodological aspects of their teaching and offer them constructive feedback. 89,1 %

Lowest scores in individual descriptors: Descriptorav. score I can evaluate the learning outcomes of school trips, exchanges and international cooperation programmes. 60,3 I can help to organise the school exchanges in cooperation with relevant resource persons and institutions. 61,3 I can set aims and objectives for school trips, exchanges and international cooperation projects. 63 I can plan and structure portfolio work.63,8 I can plan and organise cross-curricular project work myself or in cooperation with other teachers. 66,3

Readiness within individual areas Context82% Context82% Conducting a Lesson82% Conducting a Lesson82% Lesson Planning 80% Lesson Planning 80% Methodology79% Methodology79% Resources79% Resources79% Assessment of Learning76% Assessment of Learning76% Independent Learning71% Independent Learning71%

Summary of the results general feeling of readiness for the profession: 79% correspondence with the Methodology course focus correspondence with the final grades awarded by the course tutor certain areas overestimated

Benefits of using EPOSTL it directs the reflective process it deepens the insight into the teaching and learning process it enables to become aware of the details of teacher´s work it encourages trainees to develop competence

Feedback from trainees „ I could see not only children´s progress but also my own in EPOSTL... “ „I thought it would be just a boring document... but actually, I found it very important during my teaching practice. There are a lot of useful and meaningful things I would have never thought of...“ „we had a chance to try out more things and self-evaluate it better...“ „it was kind of clearer to me which things to think about in connection to my teaching. Before in the self-evaluation I just stated that it was fine and I achieved my aims, but this time I had to be really specific...“ „ there were too many things I could not answer properly because I had no experience with it (e.g. about school trips) so I just guessed...“

Thank you!