Article: PDF
DOI: 10.51762/1FK-2021-26-03-14
Abstract: The close relationship between internationalisation and the employability of university graduates is increasingly viewed as not merely an aspirational agenda, but a strategic one for any HE institution. This transnational perspective has become even more relevant in the period of global challenges for traditional ways of working and educating – with the teaching profession profoundly included. The present article encompasses the theme of the future role of teachers and, in particular, introduces a current 2020–2023 project Teachers of English for Future Europe (TEFE). Fundamentally, the project is viewed as one of Applied Linguistics and much of its inspiration is couched in addressing real-word issues and creating practical relevance for research. By introducing the project vision, methodology and planned outputs, the article argues that the impetus of international mobilities is shifting from the well-understood focus on developing linguistic competence of teachers of English to a more comprehensive, practice-oriented teacher education. Specifically, the trend is to transform traditional environment of taught courses by embedding international experience – be it physical, blended or fully online – into the study programmes of future teachers of English. The TEFE project methodology integrates the vision of English teacher preparation change with collaborative working of linguists, methodologists, student teachers and teacher mentors and uses as a basis the action-oriented approach. As part of the present TEFE report, experiential learning and reflexivity are advocated as the key drivers in arriving at four main outputs of the project: internationalisation of teaching practice, international employability skills, online evaluation and diagnostic tools, communication strategies on TEFE COIL (collaborative online international learning) platform. A case is also made in support of harnessing both existing and emerging technology to create platforms for collaboration, continued learning and self-development as an inherent part of any internationalisation package. The resources produced by the project are useful for HE institutions educating future teachers of English as they will help in preparation for international mobility in an effective way. The contribution of each author in this research is the following: H. Lohrová – 50%, A. Prošková – 50%.
Key words: Higher education; teacher education; English language teaching; internationalisation; mobility; graduate employability; TEFE project.

Для цитирования:

Лохрова, Е. Интернационализация как стратегия подготовки будущих преподавателей английского языка / Е. Лохрова, А. Проскова // Philological Class. – 2021. – Vol. 26 ⋅ №3. – С. 166-177. DOI 10.51762/1FK-2021-26-03-14.

For citation

Lohrová, H., Prošková, A. (2021). Internationalisation as a Strategy of Educating Future Teachers of English. In Philological Class. 2021. Vol. 26 ⋅ №3. P. 166-177. DOI 10.51762/1FK-2021-26-03-14.

About the author(s) :

Helena Lohrová

University of South Bohemia (Ceske Budejovice, Czech Republic)

ORCID ID: https://orcid.org/0000-0002-0744-8735

Alena Prošková

University of South Bohemia (Ceske Budejovice, Czech Republic)

ORCID ID: https://orcid.org/0000-0003-2880-3094

References:

ACTFL / CAEP Program Standards for the Preparation of Foreign Language Teachers. American Council on the Teaching of Foreign Languages. (2015). URL: https://www.actfl.org/sites/default/files/caep/ACTFLCAEPStandards2013_ v2015.pdf (mode of access: 13.08.2021). AITLS. Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership. VIC. (2018). URL: https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professionalstandards-for-teachers.pdf (mode of access: 25.08.2021). Bosio, E. (2019). The Need for Values-Based University Curriculum. In University World News. URL: https://www.universityworldnews.com/post.php?story=2019092415204357&fbclid=IwAR1Gr6P7h1wfoUgzU1XauTzbOKigCFrfyVZaRq5tjYk6nxjyqTfuFD_bIo (mode of access: 25.08.2021).

Bowles, H., Murphy, A. C. (Eds.). (2020). English-Medium Instruction and the Internationalization of Universities. Cham, Palgrave Macmillan.

British Council. (2015). Continuing Professional Development (CPD) Framework for Teachers. London. URL: https://www.teachingenglish.org.uk/sites/teacheng/files/CPD_framework_for_teachers_WEB.PDF (mode of access: 23.08.2021).

British Council. (2017). Continuing Professional Development (CPD) Framework for Teacher Educators. London. URL: https://www.teachingenglish.org.uk/sites/teacheng/files/teacher_educator_framework_final_webv1_0.pdf (mode of access: 17.08.2021).

Cameron, D., Fraser, E., Harvey, P., Rampton, M. B. H. and Richardson, K. (1992). Researching Language: Issues of Power and Method. London, Routledge.

Carr,W. and Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London, Falmer Press.

Council of Europe. (2012). A Framework of Reference for Pluralistic Approaches (FREPA). Graz. URL: https://www.ecml.at/Portals/1/documents/ECMl-resources/CARAP-EN.pdf (mode of access: 12.08.2021).

CTE. The Employability Skills Framework. (2015). USA, PCRN CTE. URL: https://cte.ed.gov/initiatives/ employability-skills-framework (mode of access: 10.08.2021).

Department of Education and Training. (2004). Competency Framework for Teachers. The Government of Western Australia. Department of Education and Training. URL: https://www.education.wa.edu.au/dl/ojlqqk2 (mode of access: 23.08.2021).

The Eaquals Framework for Language Teacher Training and Development. Evaluation and Accreditation of Quality in Language Services (Eaquals). (2016). London. URL: https://www.eaquals.org/our-expertise/teacher-development/ the-eaquals-framework-for-teacher-training-and-development/ (mode of access: 15.08.2021).

ECML Council of Europe. (2007). European Portfolio for Student Teachers of Languages – EPOSTL. European Centre for Modern Languages of the Council of Europe. Graz. URL: http://archive.ecml.at/mtp2/fte/pdf/c3_epostl_e.pdf (mode of access: 11.08.2021).

Education and Training Monitor 2020. URL: https://op.europa.eu/en/publication-detail/-/publication/92c621ce2494-11eb-9d7e-01aa75ed71a1 (mode of access: 10.07.2021).

European Commission. (2010). Common European Principles for Teacher Competences and Qualifications. URL: http://www.pef.uni-lj.si/bologna/dokumenti/eu-common-principles.pdf (mode of access: 09.08.2021).

European Commission. (2012). Supporting Teacher Competence Development for Better Learning Outcomes. URL: https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf (mode of access: 01.08.2021).

European Commission. (2016). European Skills Agenda. European Commission, Employment, Social Affairs and Inclusion. URL: https://ec.europa.eu/social/main.jsp?catId=1223&langId=en (mode of access: 11.08.2021).

European Commission. (2021). European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience. URL: https://ec.europa.eu/social/main.jsp?langId=en&catId=89&furtherNews=yes&newsId=9723 (mode of access: 09.08.2021).

Fakunle, O. and Yuen Chan, B. T. (2021) The Podcast: Rethinking the Internationalisation of Higher Education. How Should International Study Evolve Post-Pandemic in Order to Extend the Benefits of Higher Education to Every Corner of the Globe? In The Campus. URL: THE Podcast: Rethinking the internationalisation of higher education | THE Campus Learn, Share, Connect (timeshighereducation.com) (mode of access: 28.08.2021).

Hager, P. and Holland, S. (Eds.). (2007). Graduate Attributes, Learning and Employability. Dordrecht, Springer.

Johnson, K. W. (2021). Business and Management Internships: Improving Employability through Experiential Learning. London, New York, Routledge.

Kawana, W. J. (2021). Business and Management Internships: Improving Employability through Experiential Learning. Oxon, Routledge.

Kelly, M., Grenfell, M. (2004). European Profile for Language Teacher Education. University of Southampton. Southampton. URL: http://docenti.unimc.it/antonella.pascali/teaching/2019/21160/files/european-profile-forlanguage-teacher-education (mode of access: 26.08.2021).

Knight, P. and Yorke, M. (2004). Learning, Curriculum and Employability in Higher Education. London, New York, Routledge.

Koster, B. & Dengerink, J. (2008). Professional Standards for Teacher Educators: How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands. In European Journal of Teacher Education. No. 31, pp. 135–149.

Lorber, B. and Pram, S. (2020). “Post-Covid, Internationalisation Must Be More Flexible”. In The Times Higher Education. URL: Post-Covid, internationalisation must be more flexible | Times Higher Education (THE) (mode of access: 20.08.2021).

Muscatelli, A. and Gleason, N. (2021). The Podcast: Student Employability Post-Pandemic. How Can Universities Prepare Students for a Post-Covid Workplace? In Times Higher Preparing Our Youth for an Inclusive and Sustainable World: OECD PISA Global Competence Framework. (2018). France, OECD. URL: https://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf (mode of access: 12.08.2021).

TALIS – The OECD Teaching and Learning International Survey. OECD. (2018). URL: https://www.oecd.org/ education/talis/ (mode of access: 11.08.2021).

Richards, J. C., Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (Third Edition). Cambridge. Cambridge University Press.

Roberts, C. (2003). “Applied Linguistics Applied”. In Sarangi, S., S. and van Leeuwen, T. (Eds.). Applied linguistics and communities of practice: selected papers from the annual meeting of the British Association for Applied Linguistics, Cardiff University, September 2002. London, New York, British Association for Applied Linguistics, in association with Continuum.

Schön, D. (1983). The Reflective Practitioner. London, Temple Smith. Tasçi, G. (2021). The Impact of COVID-19 on Higher Education: Rethinking Internationalization behind the Iceberg. In International Journal of Curriculum and Instruction. No. 13 (1), pp. 522–536. URL: https://files.eric.ed.gov/ fulltext/EJ1285811.pdf (mode of access: 16.08.2021).

Tomlinson, M., Holmes, L. (Eds.). (2017). Graduate Employability in Context: Theory, Research and Debate. London, Palgrave Macmillan.

UCLES. Cambridge English Teaching Framework. Cambridge Assessment English. (2018). Cambridge. URL: https://www.cambridgeenglish.org/Images/172992-full-level-descriptors-cambridge-english-teachingframework.pdf (mode of access: 15.08.2021).

United Nations Department of Economic and Social Affairs. (2015). Transforming Our World: the 2030 Agendafor Sustainable Development. URL: https://sdgs.un.org/2030agenda (mode of access: 23.08.2021).

Yorke, M. (2004). Employability And Higher Education: What It Is – and What It Is Not. York, Higher Education Academy.