The Profile Project
European Profile for Language Teacher Education: a Frame of Reference
Case Studies

Case Studies 2004 | Previous Case Studies (2002) | Previous National Reports (2002)


Case Studies 2004

The 11 Case studies 2004 are:

AustriaPädagogische Akademie des Bundes in Tirol
www.pa-tirol.tsn.at
Based in Innsbruck, the Pädagogische Akademie educates foreign language teachers for primary and secondary level. It specialises in areas such as bilingual integrated teaching, European Teacher programmes, mentoring, in-service teacher education among others, and has numerous links and exchanges with European partners.

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FinlandUniversity of Jyväskylä
www.jyu.fi/tdk/kastdk/okl/english
The University of Jyväskylä offers a wide range of vocationally-oriented courses within the English department. It specialises in CLIL teaching, in-service education, intercultural teaching and the use of ICT. The university maintains very strong links and exchanges with institutions abroad.

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FranceCentre international d’études pédagogiques, Sèvres
www.ciep.fr
Based in Paris, CIEP specialises in short courses for teachers of French as a foreign language, teachers of foreign languages and educational administrators. It focuses on issues such as curricula, course evaluation, course design and institutional organisation. CIEP is also a major research and resource centre whose goal is to facilitate international exchange and cooperation.

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GermanyUniversity of Bremen
www.fb10.uni-bremen.de/anglistik
The University of Bremen is developing the European dimension of its foreign language teacher education programme in many directions. It focuses on intercultural and multicultural teaching and learning practices, and has strong links with institutions abroad in the field of research and teacher education.

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ItalyUniversity of Venice
www.unive.it/nqcontent.cfm?a_id=2328
The University of Venice focuses on educating teachers for secondary education. It offers specialist courses on intercultural education, ICT, reflective practice, actions research and curricular evaluation.

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LatviaUniversity of Latvia
www.lu.lv/eng/about
Based in Riga, the University of Latvia focuses on integration, cooperation and European exchanges in language teacher education. Areas such as reflective practice, mentoring, CLIL teaching and research are central to teacher education programmes.

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NorwayUniversity of Oslo
www.uio.no/om_uio/organisasjon/enheter.html#hf
The University of Oslo offers a number of postgraduate degrees in primary and secondary teaching. It has strengths in the areas of educational policy, school leadership and mentoring. There is also emphasis on special needs education and interdisciplinary uses of ICT in teacher education.

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PolandUniversity of Warsaw
www.uw.edu.pl/en.php/gen_inf/struct/faculties.html
Along with the faculty of education, the University of Warsaw has specialist departments for educating teachers of English, French and German. Strengths include adult and special needs education, and comparative, cultural and European aspects of language teacher education. ICT is also a key strength.

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SpainUniversity of Granada
www.ugr.es/university.htm
The University of Granada places emphasis on new language teaching methodologies and technologies. The university has numerous links with universities worldwide, and offers short courses as well as teacher education programmes. ICT research and development is a key strength.

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UKSt Martin’s College
www.ucsm.ac.uk/faculties
St Martin’s College offers a number of different education courses for teachers, emphasising flexible and modular delivery of courses. There is cooperation with numerous European institutions and European projects play a major role in language teacher education. Distance learning, the Fast Track Teacher programme and dual qualification courses are distinctive elements.

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UKOpen University
www3.open.ac.uk/courses/bin/p12.dll?Q02C21#8
The Open University emphasises distance learning. It offers a variety of certificates, diplomas and degrees in language teaching and learning. Key strengths include flexibility of approach, use of ICT, incorporation of residential courses and innovative assessments methods. Mentoring is also a priority.

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