European Journal of Language Policy

Perception of initial language teacher education in Greece and curriculum evaluation among EFL student teachers

European Journal of Language Policy (2015), 7, (2), 133–164.

Abstract

This paper describes a study which examines EFL (English as a Foreign Language) student teachers’ perception of their initial teacher education and its contribution to their future professional life. The sample comprised 112 student teachers in their fourth year of studies for a bachelor degree in the school of English language and literature in the Aristotle University of Thessaloniki in Greece. The study was based on the European Profile for Language Teacher Education: A Frame of Reference (Kelly et al. 2004), which identifies 40 items as important elements in foreign language teacher education. Prominent among the findings is student teachers’ perception that the current academic curriculum should place more emphasis on school-based teaching practice, on active learning and on ways of reinforcing communication with other universities and research institutes. The paper concludes by proposing ways of improving the existing curriculum of initial language teacher education.

Ce document décrit une étude qui examine la perception de futurs enseignants d’EFL (Anglais comme Langue étrangère) de leur formation initiale des enseignants et sa contribution à leur future vie professionnelle. L’échantillon comprenait 112 élèves-maîtres dans leur quatrième année d’études pour un baccalauréat au département de langue et littérature anglaise de l’Aristote Université de Thessalonique en Grèce. L’étude a été basée sur le Profil Européen pour la formation des enseignants de langue: un cadre de référence (Kelly et al., 2004), qui identifie 40 articles comme des éléments importants à la formation des enseignants des langues étrangères. Parmi les résultats importants sont la perception de futurs enseignants que le curriculum académique devrait mettre davantage l’accent sur la pratique de l’enseignement en milieu scolaire, sur l’apprentissage actif et sur les moyens de renforcer la communication avec d’autres universités et instituts de recherche. L’article conclut en proposant des moyens d’améliorer le curriculum existant de la formation initiale des enseignants de la langue anglaise.

Access Token
£25.00
READ THIS ARTICLE
If you have private access to this content, please log in with your username and password here

Antoniou, C. (2008) ‘Teacher Education, education policy and social justice’, Proceedings of the 5th Scientific Conference on History Education: ‘Education and Social Justice’, University of Patras (in Greek). ‘Teacher Education, education policy and social justice’ Google Scholar

Aristotle University of Thessaloniki (2011–12). School of English language and literature: Student Guide. Available at: http://www.enl.auth.gr/guide.pdf (accessed May 2013). Google Scholar

Byram, M., Gribkova, B., and Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. Strasbourg: Council of Europe Language Policy Division. Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers Google Scholar

Commission of the European Communities (COM) (2003). Promoting Language Learning and Linguistic Diversity: An Action Plan 2004–2006. Brussels: European Commission. COM 2003 449 final. Google Scholar

Commission of the European Communities (COM) (2007) Improving the Quality of Teacher Education. Communication from the Commission to the Council and the European Parliament. COM (2007) 392 Final. Available at: http://ec.europa.eu/education/com392_en.pdf (accessed April 2013). Google Scholar

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment Google Scholar

Dupuis, V., Heyworth, F., Leban, K., Szesztay, M., and Tinsley, T. (2003) Facing the Future: Language Educators across Europe. European Centre for Modern Languages. Strasbourg: Council of Europe publishing. Facing the Future: Language Educators across Europe Google Scholar

European Commission, Directorate-General for Education and Culture (2005) Common European Principles for Teacher Competences and Qualifications. Brussels: European Commission. Google Scholar

Eurydice (2002) Key Topics in Education, vol. 3, The Teaching Profession in Europe. Report I: Initial Training and Transition to Working Life of Teachers in General Lower Secondary Education. Brussels: European Commission. Google Scholar

Karatsiori, Marianna (2013) ‘Initial-language teacher education in Europe: Best practices and recommendations for restructuring language teacher education in Greece’, European Journal of Language Policy, 5.1: 41–64. ‘Initial-language teacher education in Europe: Best practices and recommendations for restructuring language teacher education in Greece’ European Journal of Language Policy 5.1 41 64 Google Scholar

Kelly, M., Grenfell, M., Gallagher-Brett, A., Jones, D., Richards, L., and Hilmarsson-Dunn, A. (2002) The Training of Teachers of a Foreign Language: Developments in Europe. A report to the European Commission Directorate General for Education and Culture. Yarmouth: Intercultural Press. The Training of Teachers of a Foreign Language: Developments in Europe Google Scholar

Kelly, M., Grenfell, M., Allan, R., Kriza, C., and McEvoy, W. (2004) European Profile for Language Teacher Education: A Frame of Reference. A report to the European Commission Directorate General for Education and Culture. Yarmouth: Intercultural Press. European Profile for Language Teacher Education: A Frame of Reference Google Scholar

Liakopoulou, M. (2005) ‘Teacher education: Teacher training and intercultural education’, Master dissertation, Aristotle University of Thessaloniki (in Greek). ‘Teacher education: Teacher training and intercultural education’ Google Scholar

Newby, D., Allan, R., Fenner, A., Komorowska, H., Jones, B., and Soghikyan, K. (2007) European Portfolio for Student Teachers of Languages. European Centre for Modern Languages. Strasbourg: Council of Europe publishing. European Portfolio for Student Teachers of Languages Google Scholar

OECD (2004) Attracting, Developing and Retaining Effective Teachers. Country Background Report for Greece. Paris: OECD. OECD Attracting, Developing and Retaining Effective Teachers Google Scholar

Quality Assurance Agency for Higher Education (2007) ‘Benchmark statement for languages and related studies’. Available at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Languages-and-related-studies.aspx (accessed April 2013). Google Scholar

Shuttleworth, F. K. (1981) ‘A study of questionnaire technique’, Journal of Education Psychology, 22: 652–58. ‘A study of questionnaire technique’ Journal of Education Psychology 22 652 58 Google Scholar

Sianou-Kirgiou, E. (1992) ‘The content of teacher education and their predetermined social role’, Education, 66 (in Greek) pp. 31–40. ‘The content of teacher education and their predetermined social role’ Education 31 40 Google Scholar

Straus, A., and Corbin, J. (1990) Basics of Qualitative Research. Newbury Park, CA: Sage. Basics of Qualitative Research Google Scholar

European Qualifications Framework: http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm (accessed May 2013) Google Scholar

Greek Qualifications Framework: http://en.nqf.gov.gr/Home/TheGreekQualifications-Framework/tabid/103/Default.aspx (accessed May 2013) Google Scholar

If you have private access to this content, please log in with your username and password here

Details

Author details

Karatsiori, Marianthi