1. Language Teacher Education: from diversity to common threads

2. The Bologna process (1999) -cycles and levels -workload, ECTS -employability -quality assurance -recognition and cooperation -mobility -European dimension

3. The Bologna process after 1999 -towards student-centered, outcomes- based learning -European and national qualification frameworks (EQF, NQF) -global dimension -social dimension (Rauhvargers, Bologna Stocktaking Working group 2009)

4. LanQua and Bologna -quality assurance -framework Teacher education group: -learning outcomes

5. Learning outcomes ”statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning”. (The official Bologna Process website 2007–2010; http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/glossary.asp) http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/glossary.asp

6. Knowledge and understanding 1  language proficiency in the language(s) they intend to teach  intercultural awareness and ways of developing experiences which involve exchanges and interaction between different cultural perspectives  language teaching methodologies, and in state- of-the-art classroom techniques and activities

7. Knowledge and understanding 2  knowledge and skills in how to apply various assessment procedures, techniques and ways of recording learners’ progress  knowledge of methods of learning to learn  an understanding of independent language learning strategies

8. LO’s: competences Students who have acquired such knowledge and understanding will be expected to demonstrate the capacity for:  reflective practice and self-evaluation  maintaining and enhancing ongoing personal language competence  plurilingual awareness and implementing language diversity  making links with colleagues teaching different languages