|
Project
description
Context |
Aims
and Objectives |
Expected
Outcomes |
Action
Plan |
Online
Questionnaire |
Team
Download
project description in
pdf format
Download
project
flyer in
pdf format
|
|
|
CONTEXT
Especially during the past decade or so, many language
educators have become teacher educators. Many language educators in Europe,
for instance, have started by being involved in in-service teacher education
to find that they are then asked to become trainers in their own right,
mentoring student teachers or newly-qualified teachers, running staff
development workshops in their schools, running courses locally/regionally/internationally
for interested colleagues, or running summer schools.
While such language educators feel familiar and confident
about the content areas of the courses they are asked to conduct, they
are frequently untrained as trainers and often have to 'learn the ropes'
and important training skills the hard way.
This project aims
- to provide a training guide that (beginning or aspiring)
teacher trainers can use in their training practice;
- to train a number of teacher educators who can use
the training guide mentioned above at national (or international) level.
This project is particularly relevant for the
promotion of professionalism and the professional status of language educators
as expressed in the ECML call for proposals: it responds to real demands
brought about by the changing roles and responsibilities of language educators:
the increasing demand on language teachers to assume training responsibilities.
Language educators' new training roles have already modified the status
of the profession, by changing the way in which language educators are
perceived by their colleagues.
This project will build on previous ECML projects,
in particular on the results of projects 2.1.1, 2.1.2., 2.1.3. and 2.1.4.
AIMS
AND OBJECTIVES _____________________________
General
aims
The general aims of the project are:
- to promote professionalism and the professional
status of language educators, by helping them in their changing roles
and responsibilities, namely the situations in which language teachers
become teacher educators, mentors, staff developers, etc.
- to increase the training competences and skills
of (beginning and aspiring) teacher trainers, thus contributing to a
higher quality of teacher education in the member states.
Specific
objectives
-
To examine the likely training contexts that those faced with the demand
of training find themselves in, and identify the particular challenges
they pose; also, to examine the knowledge, skills, attitudes needed
to plan, organise, lead and review different training formats.
-
To develop a training guide containing materials and activities/tasks
that are not language-specific but are necessary for any teacher trainer.
This training guide, as well as other outcomes of the project will be
published as a book with CD-ROM by the ECML.
- To
offer practical trainer training to key multipliers (as well as beginning/aspiring
teacher educators in the 2nd workshop), so that they can, in their turn,
become better trainers and train other teacher educators in their own
national or regional contexts.
EXPECTED
OUTCOMES ______________________________
The outcomes of the project can be described both in
terms of process and products:
- process outcomes:
- the training of teacher educators
and their development of training competences and skills;
- cascading activities through a range of training
using the resources developed in the project.
- product outcomes:
- a training guide focusing on training
competences that are not language specific;
- a publication containing the training guide and
other materials produced during the project (e.g., results of questionnaires,
examination of various training contexts and needs).
Ultimately, the major outcome of the project will
be an improvement in the quality of teacher training in the field of language
education, as a result of the increased number of trainers equipped with
training skills/competences, as well as with a transferable and adaptable
training guide.
Some concrete criteria to measure whether the planned outcomes have been
achieved could be: numbers of trained teacher educators/multipliers, size
of network, availability of training guide. Less concrete (but not less
valuable) criteria could be the appropriateness and usefulness of outcomes,
as expressed by participants in their feedback to the team.
ACTION
PLAN _____________________________________
Specific objectives
- To examine the likely training contexts that
(beginning or aspiring) teacher trainers find themselves in, and identify
the particular challenges they pose as well as to examine the knowledge,
skills, attitudes needed to plan, organise, lead and review different
training formats;
- To produce the first draft of the training guide,
to pilot it in the central workshop and to get feedback from the participants.
Actions
23-24 January
Expert meeting aims:
- Team-building;
- Planning in detail activities for 2004;
- Devising work breakdown structure.
- Establishing members' specific responsibilities.
February - August
- Team examines the training contexts and identifies
particular challenges;
- Team starts collecting and producing materials
for the first draft of the training guide, taking into consideration
the needs and challenges identified in the previous months;
- Team
starts analysing the results of the "TrainEd questionnaire".
17-18 September, Timisoara, Romania
Planning meeting for Workshop 9/2004- aims:
- Team reviews
and revises, where necessary, the project description.
- Team prepares
the central workshop, by agreeing on modes of work, content of sessions,
actions to be taken and deadlines.
October - November
- Team prepares the workshop
- Team analyses the questionnaire results.
7 - 11 December
1st central workshop (5 days)
- Preceded by a one-day preparatory expert meeting
Objectives
- to explore
the trainer training needs in the participating countries
- to develop and pilot materials for the trainer training
guide
- to identify the workshop participants trainers for
the future expert missions
Expert missions
Participants will explore possibilities of disseminating the training
guide more effectively in existing training schemes at national or regional
level. Team members would be available to co-facilitate training using
the guide, in cooperation with one or more central workshop participants.
Participants' profile:
The participants should be teacher educators for whom the training guide
should be useful, who can contribute to its development and who will have
opportunities to pilot it in a variety of contexts. This means that participants
should have some experience in teacher education, e.g. mentoring, pre-service
or in-service, school-based staff development, in-service institutes,
etc.
NB: A specific outcome of the 1st central
workshop should be the formation of a group of teacher educators committed
to delivering training sessions using the guide (in their own training
contexts) and giving feedback to the team. Subsequently, team members
(supported by the ECML), together with workshop participants, will be
involved in using the training guide in national or regional training
events (see expert missions, in 2005)
2005
Specific objectives
- Revision of the training guide containing materials
and activities/tasks that are not language-specific but are necessary
for any teacher educator (on the basis of participants' feedback)
- Further dissemination of the training guide at national
and regional levels through expert missions.
Actions
Expert missions
Throughout 2005, team members and workshop participants will explore the
possibilities of using the training guide in existing training schemes
at national or regional level. Where such possibilities exist, team members
and workshop participants will co-conduct training using the guide.
January - May
The team revises the training guide on the basis of the central workshop
and of the results of the questionnaire study.
19-20 June
Expert meeting: the team prepares the 2nd central workshop that will
follow in January 2006.
July - December
The team
- prepares the second central workshop;
- starts work on the publication draft.
2006
Specific objectives
- To facilitate the second central workshop
- To prepare and publish the final version of the
training guide as well as other outcomes of the project.
Actions
28 February-4 March
2nd central workshop (5 days)
Workshop description:
The project team has devised a package of trainer training materials, provisionally called the “Training Kit”, with the purpose of helping beginning or aspiring trainers. These materials were refined taking into account the ideas and suggestions of experienced trainers who participated in the 1 st central workshop in Graz, as well as in 6 national training events in 2005. The purpose of this 2 nd central workshop is to test and pilot the kit with its target audience: less experienced trainers.
Participant profile:
Participants must be pre-service or in-service trainers with no more than 3 years of training experience.
March-End of May
Team prepares draft of the publication
9-10 June
Expert meeting: team agrees on the final form of the publication.
June - September
Final revision of the publication.
October
Team submits the final version of the publication to ECML.
LANGUAGES
The working languages of the workshop and the project as a whole will
be English and French. Simultaneous interpretation will be provided between
these two languages at the central workshop. Participants must have productive
and receptive skills in one and receptive skills in the other language.
However, it would be desirable that trainers for languages other than
English or French are also among the participants. German and Spanish
are also languages spoken by several team members, and they could be used
in the regional events.
ONLINE
QUESTIONNAIRE
One of our project aims is to provide a
training guide that teacher educators can use in their training practice.
For that purpose, we are examining existing teacher education contexts.
We have developed a questionnaire as a method for finding out the particular
challenges that teacher education poses in various contexts, as well as
finding out about other teacher education issues.
Our team would be grateful if you could complete this
questionnaire and return it to us either by e-mail or by post at the following
address as soon as possible (no later than July 15).
Dr. Gabriela Matei
EduPlus Consulting SRL
OP - 3, CP - 510,
Timisoara, Romania
E-mail: gmatei@mail.dnttm.ro
The information you provide will be treated confidentially.
A summary of the results will be published at the project webpage in due
time.
The project team would like to thank you very much in
advance for taking the time and effort of completing and returning the
questionnaire to us.
|