English Language Teacher Competences

Olga Belyayeva

May 29, 2014

Outcomes

• To identify professional competences

• To categorise competences

• To describe competences

• To identify your own development phase

Professional competence

• It is ‘’an ability to act successfully due to practical experience , skills and knowledge while solving professional tasks’’ (Professional Standard of a Teacher);

• In European pedagogical research the term “competence” is an evaluative one and it denotes the ability of a teacher to use his or her knowledge and skills in practical professional activities (Laursen, 2006).

Qualification Framework -National Professional Standard

• cognitive competences;

• technological competences;

• personal-professional competences which include social, communicative and information competences.

Reference: the Russian State Pedagogical University named after A.I. Herzen, 2006.

Professional Standard of a Teacher

Teacher MUST

consider

provide

be ready

be able to react / respond to

know

fulfil

analyse

possess

participate

follow

Reference: http://img.rg.ru/pril/article/73/89/59/Standart.pdf

A Profiling Grid for Language Teachers- EAQUALS (2009)

• 3 broad stages of development: ‘Basic’, ‘Independent’ and ‘Proficient’;

• 6 bands labelled in the Grid T1 to T6;

• 4 broad categories: ‘Language’, ‘Qualifications’, ‘Core Competences’ and ‘Complementary skills’;

A Profiling Grid for Language Teachers(2011)

• 3 broad stages of development: ‘Basic’, ‘Independent’ and ‘Proficient’

Development Phase 1 , 2 and 3;

• 6 bands labelled in the Grid T1 to T6

1.1, 1.2, 2.1, 2.2, 3.1. and 3.2;

• 4 broad categories: ‘Language’, ‘Qualifications’, ‘Core Competences’ and ‘Complementary skills’

‘Training and Qualifications’, ‘Key Teaching Competences’, ‘Enabling Competences’ and ‘Professionalism’.

Core /Key Teaching Competences

• M_ _ _ _ _ _ _ _ _ _: knowledge and skills

• L_ _ _ _ _ and C_ _ _ _ _ P_ _ _ _ _ _ _

• I_ _ _ _ _ _ _ _ _ _, M_ _ _ _ _ _ _ _ _ and M_ _ _ _ _ _ _ _ _

• A_ _ _ _ _ _ _ _ _

Core / key Teaching Competences

• Methodology: knowledge and skills

• Lesson and Course Planning

• Interaction, Management and Monitoring

• Assessment

Identify the category

• can conduct and mark the end of the unit tests from the course book;

• can prepare and conduct appropriate revision activities;

• can give clear feedback on the strengths and weaknesses identified and set priorities for individual work;

• can prepare and coordinate placement testing;

• can apply CEFR criteria reliably to assess learners’ proficiency in speaking and writing;

• can create valid formal tests to determine whether learners have reached a given CEFR level.

Assessment

Identify the category

• can give clear instructions and organise an activity, with guidance;

• can involve learners in pair and group work based on activities in a course book;

• can provide clear feedback;

• can organise TBL;

• can monitor individual and group performances accurately and thoroughly;

• can use a wide range of techniques to provide / elicit feedback.

Interaction, management and monitoring

Identify the category• can link a series of activities in a lesson plan;

• can ensure coherence between lessons by taking account of the outcomes of previous lessons in planning the next;

• can compare differing learners’ needs and refer to these in planning main and supplementary objectives for lessons;

• can design tasks to exploit the linguistic and communicative potential of materials;

• can use analysis of learner difficulties in order to decide on action points for upcoming lessons;

• can take responsibility for reviewing the curriculum and syllabuses for different courses.

Lesson and course planning

Identify the category

• is learning about different language learning theories and methods;

• can identify techniques and materials for different teaching and learning contexts;

• can evaluate from a practical perspective the suitability of techniques and materials for different teaching contexts;

• can use appropriately a variety of teaching techniques and activities;

• can provide theoretical justification for the teaching approach being used and for a very wide range of techniques and materials;

• can follow up observation of colleagues with practical, methodologically sound feedback to develop their range of teaching techniques.

Methodology: knowledge and skills

Your development phase

Look at Key Teaching Competences and identify your development phase

Conclusion• The above mentioned classifications of English

Language teacher competences differ, some of them are quite general and difficult in terms of measuring the competences whereas others are quite specific and detailed;

• Not all the classifications provide the descriptions of the competences connected with the subject.

• Some classifications are universal as they can be applied to any teaching context, others offer a narrow context.

Useful links

• http://www.teachingenglish.org.uk/continuing-professional-development

• http://egrid.epg-project.eu/en

Thank you!!!

olbelyaeva15@gmail.com

www.yartea.ru