1. Self-assessment and Learner Autonomy in EFL Teacher Training: Why and How? Self-assessment and Learner Autonomy in EFL Teacher Training: Why and How? Madara Oškalne Kristīne Upīte University of Latvia, Faculty of Education, Psychology and Art, Year 4 English Teachers

2. Learner Autonomy Taking responsibility of one’s learning (self-directed learning)

3. Driving : Teaching

4. Self-assessment ‘ Self assessment is the key first step in navigating one’s learning’ (McGrath, 2000). Self assessment is the main driving force for continuous learning and learner autonomy

5. Self-assessment Why do we need it?

6. Self-assessment towards learner autonomy

7. Self-assessment techniques Assignment cover sheet Small feedback groups Teaching diary Video analysis Use of rubrics Use of graphic organisers Goal setting (set, work, evaluate) Student-led conferences (Reinders, 2010)

9. Teacher Traits and characteristics of a modern teacher

10. Teaching practices in University of Latvia III V VII VIII Observation Class teacher Second Research and co-teaching speciality

11. Project research 24 student teachers from Year 4 used the EPOSTL during their Teaching Practice. Questionnaire was carried out in order to examine when and how use the EPOSTL the most effectively.

12. Findings 1 The work with the EPOSTL motivated me to learn independently.

13. Findings 2 How useful did you find the EPOSTL during your Teaching Practice?

14. Additional comments I think for us it still is a work in progress. I haven’t been able to use it very often because it’s time consuming and it takes time to get used to it as well. If we were introduced with the document in depth beforehand, I believe the work with it would have been more effective. To fulfil EPOSTL for me was more a duty rather than enjoyable process. The attitude towards it should change (...) It could have been a great tool for me to see my weakneses, yet I did not have any motivation. It was a great first step in self-evaluating me; however, I expected my mentor and lecturers know a bit more about it and share their personal experience, for example.

15. Findings 3 How would you describe the knowledge your mentor has about the EPOSTL?

17. Conclusion, suggestions EPOSTL is a set of different self-assessment tools. Therefore: The use of the EPOSTL could begin in the 1st Teaching Practice when student-teachers become familiar with the issues of language teaching. It could be completely employed in the teacher education courses so the work is fully done within the studies.

18. Suggestions There is a neccessity for sessions where the use of the EPOSTL is clarified in detail as well as student feedback group work in order to discuss the learning journey and experiences. Teacher trainers could use the EPOSTL wider in order to be able to guide the students.

19. Bibliography Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, E. Li, W. Or, & H. Pierson. Taking control. Autonomy in language learning. (pp. 27-34). Hong Kong: Hong Kong University Press. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman. McGrath, I., Sinclair, B., & Lamb, T. (2000). Learner autonomy, teacher autonomy: Future directions. Harlow: Longman. Mirici, Herguner (2015) A digital european self-assessment tool for student teachers of foreign languages: the epost. The Turkish Online Journal of Educational Technology – January 2015, volume 14 issue 1l Nunan, D. (1988). The learner-centred classroom. Cambridge: Cambridge University Press. Phillips, D. K., & Carr, K. (2006). Becoming a teacher through action research: Process, context, and self-study. New York: Routledge. Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5),40-55.