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

2. 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

3. 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.”

4. 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.)”

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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