The intellectual outputs described below will also be available on the Erasmus+ project results plateform.
O1 : Identification and analysis of LSP teacher training programmes in Europe
Output 1 comprises a synthesis of results from research into the provision of LSP Teacher Training programmes in Europe, specifically the European Higher Education Area (EHEA). The report introduces a methodological approach to collect relevant information on such programmes and provides an overview of existing training programmes in the European Higher Education Area (EHEA). By synthesising the research activities carried out, data are presented on entry requirements, teaching and learning methods, use of information and communications technology (ICT), and credit points granted in the framework of the European Credit Transfer System (ECTS).
The results of the survey have shown that in some countries higher education institutions do not offer any LSP teacher training programmes and where such programmes are provided their number varies considerably. The programmes differ in the teaching format as well as in terms of the teaching and learning methods used. On the other hand, it seems that ICT tools are commonly used both by LSP teacher trainers and students.
O2 : Identification of LSP teacher needs
Output 2 comprises a needs analysis conducted among LSP teachers in the EHEA in which LSP teacher needs are assessed in terms of the needs of junior and experienced LSP teachers, the required qualifications, teaching skills and methodology, materials design, use of ICT, testing and assessment, research methodology, disciplinary knowledge, etc. This analysis provides clear pointers for the definition of the training outcomes and curriculum of an LSP teacher training programme in a later stage of the project (IO3 and IO4) by linking the LSP teacher training gaps identified in IO1 with the needs of preservice (future) and in-service (current) LSP teachers identified in IO2.
The completion of this needs analysis has been based on the following key activities: (i) Setting the guidelines for the collection of data on LSP teacher needs through interviews and surveys; (ii) Collecting the necessary information about LSP teacher needs; (iii) Analysing the collected data; and (iv) Synthesising the results of the identification of LSP teacher needs. This report introduces the methodological approach that has been implemented to gather both quantitative and qualitative needs-related data; it then provides details about the two instruments that have been used for collecting such data (i.e. questionnaire and interview), and outlines the participants’ background by organising their profiles according to the type of datacollection instrument.
Finally, two sections explore the main results, and findings are discussed on the basis of 621 replies gathered from 33 EHEA countries. Upon completion of this study 62 LSP teacher needs have been identified, categorised in terms of knowledge, education, training and professional development needs, and listed in order of relevance. Interviews have helped to reinforce the final findings as they have contributed to delving into issues which had emerged during the assessment process, and also to signposting under-explored areas for future study.
O3 : Definition of training outcomes based on identified gaps between LSP provision in Europe and LSP teacher needs
This report presents a synthesis of the results of Output 3 of the European “LSP Teacher Training Summer School” project (TRAILs), which comprisestwo years of research, co-funded by the Erasmus+ programme of the European Union (Re: 2018-1-FR01-KA203-048085).
TRAILs aims to develop an innovative LSP teacher training curriculum based on gaps identified between existing and required LSP teacher training. Output 3 aims at formulating training outcomes based on gaps identified between LSP provision in Europe and LSP teachers’ needs in Europe, specifically the European Higher Education Area (EHEA).
The report introduces a methodological approach to conducting the analysis of the results received in the earlier stages of the project and analyse them in order to define learning outcomes. The results of the analysis conducted enabled the identification of seven pillars of LSP teaching within which the particular outcomes are developed.
O4 : Innovative LSP teacher training curriculum
This report presents a synthesis of activities and outputs from Intellectual Output 4 (IO4) of the European “LSP Teacher Training Summer School” project (TRAILs): 2018-1-FR01-KA203-048085. TRAILs aims to develop an innovative curriculum for an LSP teacher training summer school based on the identified gaps between existing and required LSP teacher training that is applicable throughout the European Higher Education Area (EHEA).
The report is divided into several sections. In the Introduction, the key activities, guidelines, and guiding questions for IO4 as defined in the TRAILs project application are summarised. In the curriculum design and lesson planning section, the theoretical framework underlying curriculum design and lesson planning is presented. The central part of this report, titled Methodology and Outputs, is divided into four subsections, each dedicated to one of IO4 outputs:
- TRAILs curriculum
- TRAILs school lesson plans
- selection criteria for TRAILs educators and participants
- TRAILs online school lesson plans
The Conclusion section summarises the added value and impact of the innovative TRAILs school curriculum. This report concludes with the References and finally Appendices, in which all relevant
final versions and templates of the presented documents are found.
O5 : Evaluation Report, Methodology and Toolkit
This report presents the results of the evaluation of the TRAILs project which, at this final stage in the project life cycle, focuses on ‘summative’ evaluation – the outcomes and impacts that can be identified. The Report also includes in an Annex the Evaluation Approach and Methodology applied to produce the Report.