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European profile for language teacher education: Meeting the challenge for sharing common competences, knowledge, strategies and values

机译:欧洲语言教师教育概况:应对共享共同能力,知识,策略和价值观的挑战

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摘要

This article aims to illuminate the structure of initial language teacher education in 25 European countries and to identify similarities and differences between different countries on issues concerning the content and structure of teacher training programmes in order for somebody to be qualified to work as a French language teacher in secondary education. The article provides a comparative analysis of academic curricula for the initial training of teachers of French in countries members of the European Centre for Modern Languages. The document of the European Commission European Profile for Language Teacher Education — a Frame of Reference (2004), which identifies 40 items as important items in foreign language teacher education, is a point of reference for conducting the survey. The primary aim of the survey is the formulation of conclusions for the academic curricula addressed to student teachers of French language, with respect to the structure, knowledge, strategies and values that the European academic curricula for initial language teacher education give emphasis on. It identifies best practices and recommends ways of improving the existing academic curricula for enhancing cooperation of all those involved in language teacher education policy.
机译:本文旨在阐明25个欧洲国家中的初始语言教师教育的结构,并确定不同国家之间在教师培训计划的内容和结构上的异同,以使某人有资格担任法语教师在中学教育。本文提供了对欧洲现代语言中心成员国的法语教师进行初步培训的学术课程的比较分析。欧洲委员会《语言教师教育欧洲概况》参考文件(2004年)确定了40项是外语教师教育中的重要项目,是开展这一工作的参考点该调查。该调查的主要目的是针对针对法语学生的教师制定的学术课程结论,涉及欧洲初等语言教师教育学术课程所强调的结构,知识,策略和价值观。它确定了最佳实践,并提出了改进现有学术课程的方法,以加强所有参与语言教师教育政策的人们的合作。

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