Dr. Ivo Steininger
Empirical research in the competence-paradigm, after focussing on learners, is of late more and more interested in the role of the teacher (cf. Gnutzmann/Königs/Küster 2014). In the domain of TEFL, research is predominantly focussing on the first phase of teacher education (cf. Legutke/Schart 2016). Since competencies of English teacher trainees (second phase) have not yet been empirically modelled, the presented study employs qualitative methods and aims at identifying (sub-)components of TEFL-competences. The objective is to generate a structural framework by integrating coexisting models and descriptors to be found in the Standards Lehrerbildung, (KMK 2004) and the European Portfolio for Language Teachers in Training (EPOSTL) (Council of Europe 2007).
• Is competencies development of English teacher trainees to be categorised by using descriptive and inductive methods?
• Which textual clues hint at competencies development?
• How does competencies development change over time within the sample?
• To what extent can aspects of both knowledge and ability for use be derived from data analysis and interpretation?
• What is the role of educational documents for categorisation (EPOSTL/Standards Lehrerbildung)?
Methodological Approach and Sample
Qualitative study with an explorative character that orients towards a longitudinal panel-analysis (cf. Kromrey/Strübing 2009).
• Sample and Timeline for Data Collection
- One group of 7 English teacher trainees:
• 1 male (secondary school)
• 6 female (2x elementary school, 1x special needs-school, 3x secondary school)
Timeline for Data Collection