Creating synergies between UDL and core principles of the European Higher Education Area in planning for pre-service teacher education

Costa, Rebeca Soler; Bracken, Seán

doi:10.4324/9781351132077-16

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“…Desimone (2009) used synergies of frameworks for better evaluation of teachers' professional development [12]. Costa and Bracken (2019) also argued that shared approaches to curriculum and qualification development and recognition in Spanish teacher training allow for synergies between competency-based frameworks to meet the learning requirements of all students [13]. Thus, there are a number of methodologies to implement the synergetic approach in teaching FL, but there is not any specific method proposed to teach LAL.…”

Section: Literature Reviewmentioning

confidence: 99%

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

Ukrayinska

2024

Education Sciences

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Developing the language assessment literacy (LAL) of pre-service foreign language (FL) teachers is thought to be beneficial both to trainee teachers themselves and to their future students and schools. However, it also presents a number of challenges to teacher educators involved in training these cohorts. Ensuring that pre-service FL teachers are fully confident and competent in assessment requires the design of a preparation programme that is detailed and relevant to their needs. While Taylor has argued that different stakeholders have different language assessment literacy needs, there will also be different needs within groups according to their specific assessment responsibilities. Thus, for language educators, the needs of pre-service teachers are likely to be different from those of in-service classroom teachers, and this should be reflected in the content of their training. However, research has shown that across Europe, training practices vary considerably, often with no training provided in teacher training programmes at all. In this study, I address this issue through a discussion of current approaches to the pre-service development of language assessment literacy across Ukrainian universities. Due to the principle of organizing the learning process at Ukrainian tertiary institutions in blocks of disciplines of general and professional preparation and practical training, students acquire knowledge and develop skills in the field of assessment gradually, through studying various subjects, and not only within one course. This interaction of different subjects with each other and with school placements presents synergies that can enhance LAL, if the corresponding programme takes into account these connections. In order to have a full picture of Ukrainian pre-service teachers’ language assessment development, the current study presents a description of the training system and its LAL-related components retrieved from educational and professional training programmes and discipline curricula of the Ukrainian universities providing relevant preparation programmes. I provide a list of components and discuss didactic conditions that aid the acquisition of LAL by future teachers. I argue that these synergies in the Ukrainian system may provide a useful example of practice for other universities in the European context.

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Section: Literature Reviewmentioning

confidence: 99%

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

Ukrayinska

2024

Education Sciences

View full text Add to dashboard Cite

show abstract

Creating synergies between UDL and core principles of the European Higher Education Area in planning for pre-service teacher education

Cited by 1 publication

References 1 publication

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

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