1. Some Sample Teacher Profiles (videos from classes)
Kadriye AKSOY & Nurdan Kavaklı
Hacettepe University, TURKEY

2. 1. Introduction EPOSTL Three main sections;
the core for the initial teacher training
exploits student-teachers’ reflections on their developing competencies by means of self-assessment
Three main sections;
personal statement section,
self-assessment section and
dossier.
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4. 2. Methodology
Video recordings from the course of ‘Teaching Language Skills’ in which students are giving lectures using speaking/spoken interaction skill
Two groups of learners from 3rd graders in the Department of English Language Teaching
Either 3 or 4 learners in each group, 7 pre-service teachers in total
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5. 2. Methodology
micro-teaching encompassing speaking skill for B1 level.
The video-recordings lasted 40 minutes lesson constituted by
preparation,
presentation,
practice,
evaluation and
extension parts.
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6. 2. Methodology ‘Methodology’ ‘Conducting a Lesson’
speaking/spoken interaction
‘Conducting a Lesson’
lesson plans,
content,
interaction with learners,
classroom management and
classroom language.
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7. 2. Methodology 12 items in ‘methodology’ part
27 items in ‘lesson conduction part’ in total
The assessment grid was constituted by 3-point Likert scale:
(1) needs improvement;
(2) good;
(3) excellent.
Each section was analyzed quantitatively with the help of Statistical Package for Social Sciences Version 21 (SPSS).
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12. 3. Findings 1. Group Mean (M) St. Deviation (SD) Content 2.00 .000
Classroom management
1.75
.251
Classroom language
1.70
.083
Interaction with learners
1.50
.136
Using lesson plans
1.45
.250
Methodology
(spoken interaction)
1.41
.068
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13. 3. Findings 2. Group Mean (M) St. Deviation (SD) Content 2.66 .381
Classroom management
2.40
.000
Classroom language
2.33
.440
Methodology
(spoken interaction)
2.27
.315
Interaction with learners
2.16
Using lesson plans
1.88
.535
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14. 3. Findings and Discussion
1. Group
Mean (M)
2. Group
Content
2.66
2.00
Classroom management
2.40
1.75
Classroom language
2.33
1.70
Interaction with learners
2.16
Methodology
(spoken interaction)
1.50
Using lesson plans
1.88
1.45
2.27
1.41
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15. 4. Conclusion/Pros (+)
videos, flash cards and charts during the lesson created opportunities for learners
roles of the teachers such as mediator, resource person and supervisor
effectively involved in the content
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16. 4. Conclusion/Cons (-)
problems in the use of target language as metalanguage
no practical and flexible use of the lesson plans
no communication strategies
asking for clarification,
comprehension checks and
those of compensation such as paraphrasing, simplification
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17. 5. References
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