Reflective Teaching Workshop: Reflective Teaching Workshop for Foreign Language Teachers in Relation to Foreign Language Training for Staff at Kaliningrad State University (Российский государственный университет им. Канта,филологический факультет)

Pedersen, M. S. (Oplægsholder)

    Aktivitet: Tale eller præsentationForedrag og mundtlige bidrag

    Beskrivelse

    Workshop for fremmedsprogsprogslærere med henblik på refleksiv innovation af undervisningsmetoder i relation til EuroFaculty projekt.
    Emneord: Refleksiv undervisning, Fremmedsprogsundervisning

    I forbindelse med projektet er der udarbejdet en rapport om efteruddannelse af fremmedsprogslærere i relation til deres undervisning af medarbejdere der deltager i et EuroFaculty projekt på Kaliningrad Statsuniversitet. Rapporten gennemgår faserne i efteruddannelsesprojektet: Identifikation af de anvendte undervisningsmetoder, refleksioner over praksis og eksperimenter med implementering af nye metoder. Der afsluttes med følgende anbefalinger til pædagogisk videreudvikling i den specifikke kontekst: On the basis of the experiences from the workshop, the recommendations below can be made, but it is important to stress that the fact that there is only one year left of the EuroFaculty project sets a limit to what it is possible to achieve within this time span. a) Language needs analysis · Analyses of the EuroFaculty participants’ language needs in relation to the project should be made, identifying target communication situations and communicative competences in relation to these situations. · The participants should be actively involved in identifying their own language needs, and should have a copy of the survey in his/her language learning portfolio. b) Changing perspective on language learning activities · Language learning activities should to a larger extent be targeted towards learners’ communicative needs in relation to their profession and the EuroFaculty project. · A gradual shift of focus from a form-focused to a content-based approach should be made by experimenting with communicative tasks. To help teachers do this they should have access to books on the use of communicative tasks and textbooks with communicative tasks. c) Change of learners’ ‘mentality’ · Learners should be made aware of and trained in appropriate learning strategies for getting communicative competence. · Learners should be made aware of the learning purpose of learning activities and be encouraged to negotiate activities according to their own needs. To support this, language learning portfolios should be introduced

    Kaliningrad State University (Российский государственный университет им. Канта,филологический факультет)
    Periode12 dec. 200517 dec. 2005
    Sted for afholdelseKaliningrad State University , Rusland

    Emneord

    • Refleksiv undervisning
    • Fremmedsprogsundervisning