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Exploring the perceptions of teachers about their current and desired competencies defined by CEF and ELP: a case study

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2008
Tandıroğlu, Işıl
The purpose of this study is to find out the required teacher competencies in the implementation of the Common European Framework (CEF) and the English Language Portfolio (ELP) and to explore the perceptions of teachers about their current and desired competencies defined by CEF and ELP. The required competencies for the teachers are defined in the book calledCommon European Framework of Reference for Languages. This book being a reference for the whole European Union countries, identifies required teacher competencies under four common European principles; a graduate profession, a profession placed within the context of lifelong learning, a mobile profession, a profession based on partnerships, and three key competencies; work with information, technology and knowledge, work with their fellow human beings learners, colleagues and other partners in education, and work with and in society - at local, regional, national, European and broader global levels. A group of 40 teachers randomly selected at the Department of Basic English, School of Foreign Languages at the Middle East Technical University participated in this case study. A questionnaire about required teacher competencies in the implementation of the CEF and the English Language Portfolio was administrated to these teachers and the results were analyzed quantitatively and with the use of the descriptive and exploratory statistics. The findings obtained revealed that the teachers that participated in the questionnaire found themselves to be very competent in the required teacher competencies defined in the Common European Framework of Reference for Languages, however, they would like to have to be experts in these competencies and also they have found these competencies to be very important.