1. ANALYSIS OF SAMPLE TEACHER PROFILES (V IDEOS FROM CLASSES ) EFFECTIVE USE OF EPOSTL BY STUDENT TEACHERS OF ENGLISH – EFUESTE 6-12 APRIL 2016, ANTALYA, TURKEY GENERAL PRESENTATION Prepared by: Erna Jensch and ArijanaMamić, Croatia

2. C ONTENTS : 1. Introduction 2. Ethical considerations 3. Aim 4. Description 5. Data analysis examples 6. Key findings 7. Conclusion 8. References

3. 1. I NTRODUCTION MA in TEFL Programme at the Faculty of Humanities and Social Sciences of the University of Rijeka: pre-service training in public elementary and secondary schools during the last semester four micro-teaching sessions and three lessons in both elementary and high schools

4. 2. E THICAL CONSIDERATIONS in order to be able to record the lessons, a special permission from the schools was obtained stipulated was that the video-recorded samples would be used only for research purposes and would not be made public without the consent of the cooperating schools

5. 3. A IM The aim of the following report is to analyse the occurrence of all EPOSTL descriptors in each of the five samples of teaching in order to establish the relevance of the 7 general categories of descriptors for the lessons and micro-teaching sessions that have been recorded, and thus provide feedback to the students and ELT Methodology course instructors on student competences and aspects that would need to be better addressed in the course.

6. 4. D ESCRIPTION Sample: 5 video recordings (obtained using a standard camcorder) Two recordings pertain to one student, whose first elementary school lesson was filmed, as well as her second high school lesson. The other three video recordings pertain to another student, whose three micro-teaching sessions were filmed in both elementary and high school. The data were analysed according to the occurrence of the EPOSTL descriptors, which were listed in a table and indicated with a plus (+) in case they applied to each of the recorded samples

7. 5. DATA ANALYSIS EXAMPLES

14. 6. K EY FINDINGS * The resultsforeachdescriptorcategory in form of a percentagenumbercalculated by dividing the number of pluses in the table with the total number of pluses in eachcategory

15. 6. K EY FINDINGS The results of the analysis show that descriptors of the category Context were most relevant for the self- assessment of the recorded samples of pre-service training teaching (77,39%). This category encompasses: the design of lessons on the basis of the relevant curricula and other documents, the aims and needs of the learners, the roles of the language teacher in promoting the values and benefits of language learning institutional resources and constraints

16. 6. K EY FINDINGS The category Methodology shows a lesser percentage (39, 64%) because the descriptors are divided into several subcategories focusing on each skill individually  not all the skills pertained to the respective sample sessions Also, some of the descriptors are rather similar and it is difficult to distinguish between them. Certain are not applicable or relevant to the context under study: e.g. Sample 5 (high school micro-teaching session) focused on Speaking / Spoken Interaction and Vocabulary  thereforethe subcategories Writing / Written Interaction, Listening and Reading were not relevant for this sample.

17. 6. K EY FINDINGS The category Resources shows a percentage of 52,72%. Resources such as coursebooks and teacher’s handbooks and other materials included were used in all the samples, some resources (such as ICT materials) were in some cases limited due to institutional constraints – e. g. the classroom in which the micro-teaching session of Sample 3 took place was not equipped with a PC, projector and whiteboard

18. 6. K EY FINDINGS The use of descriptors of the category Lesson planning in the recorded samples was 59,09% Some of the descriptors represent an interdependence of various skills and were of relevance for the planning of full classroom lessons, but could not be assessed in the planning of the micro-teaching sessions

19. 6. K EY FINDINGS 51,85% of descriptors of the category Conducting a lesson could be assessed Descriptors which can be applied to every phase of the lesson are prevalent in the results. Some of the descriptors, especially those related to one phase of the lesson, could be assessed for the full classroom lessons, but not for all micro-teaching sessions

20. 6. K EY FINDINGS The category Independent learning was used least i. e. 6,43%. Planning and conducting of extra-curricular activities, projects, portfolios, virtual learning environments etc. was not required Relatively little experience with the students themselves and their individual learning styles, competences, needs and interests

21. 6. K EY FINDINGS Descriptors of the category Assessment of learning were used 28,89%. in the 5 recorded samples no formal assessment of the students’ achievements was conducted The students conducting the lessons did not have continuous teaching sessions in the same classes  not possible to conduct a continuous assessment of the students’ achievements, therefore only informal assessment could be carried out

22. 7. C ONCLUSION According to the results, descriptors of the category Context showed most relevance out of all 7 general categories during the analyses of lessons and micro- teaching sessions. However, no firm conclusions about the relevance of each descriptor category for the process of lesson planning and conducting could be made, since the sample is limited and its structure was determined by faculty obligations and institutional constraints.

23. 8. R EFERENCES Newby, D., Allan, R., Fenner, A.-B., Jones, B., Komorowska H. &Soghikyan, K.(2007). European Portfolio for Student Teachers of Languages. A reflection tool for language teacher education. http://archive.ecml.at/mtp2/fte/pdf/C3_Epostl_E.pdf http://archive.ecml.at/mtp2/fte/pdf/C3_Epostl_E.pdf