TEACHER PROFILE
In slovakia
Laurencia Tomková
Denisa Terifajová
OBJECTIVES
• to analyse video samples
• to study in-service teacher´s self-perception
• to study pre-service teacher´s self-perception
• to compare interviews with teachers
• According to The EPOSTL self-assessment descriptors
DESCRIPTORS
• “I can create a supportive atmosphere that invites
learners to take part in speaking.”
• “I can introduce a grammatical item and help
learners to practise it through meaningful contexts
and appropriate texts.”
• “I can select from and plan a variety of
organisational forms (frontal, individual, pair, and
group work) as appropriate.”
DESCRIPTORS
• “I can encourage learner participation whenever
possible.”
• “I can manage and use instructional media
efficiently (OHP, ICT, video etc.).”
• “I can conduct a lesson in the target language.”
• “I can take into account the affective needs of
learners. (Sense of achievement, enjoyment etc.)”
• in-service teacher:
• Pre-service teacher
• Study: University of Presov
• Study: university of presov
• Practice: 13 years at elementary
school
• Practice: 65 hours (½ english)
• interested in the project
• at elementary school and high
schools
• Her class: 12 students
• Involved in the project
• Her class: max 15 students
“I CAN CONDUCT A LESSON IN THE TARGET LANGUAGE.”
“I CAN INTRODUCE A GRAMMATICAL ITEM AND HELP LEARNERS TO
PRACTISE IT THROUGH MEANINGFUL CONTEXTS AND APPROPRIATE
TEXTS.”
In-service
Pre-service
• new grammar in Slovak language
• the target language as much as
possible
• Step by step of learner´s thinking
• nonverbal expressions
• Slow, precious explanation
• visual stimulus
• Repetition
• Slovak language to say a task
quickly
“I CAN SELECT FROM AND PLAN A VARIETY OF ORGANISATIONAL FORMS (FRONTAL,
INDIVIDUAL, PAIR, AND GROUP WORK) AS APPROPRIATE.”
“I CAN CREATE A SUPPORTIVE ATMOSPHERE THAT INVITES LEARNERS TO TAKE PART IN
SPEAKING.”
“I CAN ENCOURAGE LEARNER PARTICIPATION WHENEVER POSSIBLE.”
In-service
• Mostly frontal - demonstration
• positive and nice personality
• meaningful context for speaking
• Personal experiences
Pre-service
• frontal work – demonstration
• work in group to play DOMINO
game
• pair work to ask for a route
• meaningful task
• student’s previous knowledge of the
world
“I CAN TAKE INTO ACCOUNT THE AFFECTIVE NEEDS OF LEARNERS. (SENSE OF
ACHIEVEMENT, ENJOYMENT ETC.)“
“I CAN MANAGE AND USE INSTRUCTIONAL MEDIA EFFICIENTLY (OHP, ICT, VIDEO
ETC.).”
In-service
• Students speak about themselves
• students´ books and blackboard
Pre-service
• like to play games – active
learning
• presentation with the phrases
SELF-ASSESSMENT
In-service
Pre-service
• organize phases of explanation
• interaction with students
• Friendly teacher
• friendly teacher
• her students enjoy the English
lessons
• empathy and patience
• „still something to improve“
• her language competence,
creativity, clear instructions to
improve
• Explanation step by step
INTERVIEWS
• Pre-service teacher is more critical
• positive atmosphere
• repetition is the basic method
• Pre-service teacher uses more technological tools (smartbook,hot
potatoes...)
• any self-assessment portfolio
vs.
The Epostl
• Methodological workshops
• Discussions with colleagues, mentors; brief feedback from students
CONCLUSION
• The EPOSTl helps to create interesting lesson and develop teacher´s skills
• Teachers in slovakia are not familiar with the epostl