Abstract
The European Union (EU) is a political and economic union which comprises 28 member states
primarily located in Europe. It works for its members to promote peace, its values and the well-being
of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance
economic, social and territorial cohesion and solidarity among EU countries. Consequently, education
becomes one of the most important issues in Europe that is urged on. Especially, language education
has a key position. Learning language means developing a multicultural identity and knowing about
different cultures. In order to provide a better language education, training prospective language
teachers in accordance with current educational principles has a significant role. European
Commission has introduced several documents for teaching, learning, assessing and teacher training
in Europe according to the European Educational Policy. This study examines the documents
developed for prospective language teachers in order to identify the European policy about training
European language teachers. In the study, qualitative method based on document analysis was used.
The results of the study were discussed with relevant literature.
References
- Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European portfolio for student teachers of languages (EPOSTL) as a tool to develop teacher autonomy. International Journal of Innovation in Language Learning and Teaching, 2(3), 238-252 Caena, F. (2014). Initial Teacher Education in Europe: An Overview of policy issues. European Commission, ET2020 Working Group of School Policies Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (2001). Language Policy Unit, Strasbourg. European Commission/EACEA/ Eurydice. (2017). Key Data on Teaching Languages at School in Europe. Luxembourg: European Union. Kelly, M., & Grenfell, M. (2004). European Profile For Language Teacher Education: A Frame Reference. England: University of Southampton. Kus, E. (2003). Nicel-nitel arstirma teknikleri. Ankara: Ani Yayincilik. Newby, D. (2007). European portfolio for student teachers of languages: A reflection tool for language teacher education. Strasbourg: Council of Europe. Saville, N., & Eugenio, E. G. (2016). Research for Cult Committee-European Strategy on Multilingualism-Policy and Implementation at the EU Level. Brussels: European Parliament Yildirim, A., & Simsek,
Abstract
References
- Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European portfolio for student teachers of languages (EPOSTL) as a tool to develop teacher autonomy. International Journal of Innovation in Language Learning and Teaching, 2(3), 238-252 Caena, F. (2014). Initial Teacher Education in Europe: An Overview of policy issues. European Commission, ET2020 Working Group of School Policies Common European Framework of Reference for Languages: Learning, Teaching, Assessment. (2001). Language Policy Unit, Strasbourg. European Commission/EACEA/ Eurydice. (2017). Key Data on Teaching Languages at School in Europe. Luxembourg: European Union. Kelly, M., & Grenfell, M. (2004). European Profile For Language Teacher Education: A Frame Reference. England: University of Southampton. Kus, E. (2003). Nicel-nitel arstirma teknikleri. Ankara: Ani Yayincilik. Newby, D. (2007). European portfolio for student teachers of languages: A reflection tool for language teacher education. Strasbourg: Council of Europe. Saville, N., & Eugenio, E. G. (2016). Research for Cult Committee-European Strategy on Multilingualism-Policy and Implementation at the EU Level. Brussels: European Parliament Yildirim, A., & Simsek,
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 19, 2020 |
| Published in Issue | Year 2020 Volume: 3 |