A common curriculum for the initial training of TEFL teachers in Europe

A common curriculum for the initial training of TEFL teachers in Europe Utopia versus reality Marianthi Karatsiori Ministry of Education and Religious Affairs mkaratsiori@gmail.com Abstract This article aims to illuminate the structure of initial language teacher education in 27 European countries and to identify similarities and differences between different countries on issues concerning the structure and the content of curricula for initial training of TEFL (Teaching English as a Foreign Language) teachers. The European Commission s European Profile for Language Teacher Education: A Frame of Reference (2004), which identifies 40 key elements as important items in foreign language teacher education, is a point of reference in conducting the survey. The article provides a comparative analysis of academic curricula for the initial training of TEFL teachers in member countries of the European Centre for Modern Languages, and its primary aim is the formulation of conclusions with respect to the competences, values and knowledge given emphasis. It identifies best practices and proposes a possible catalogue of courses that could encompass the 40 key elements recommended by the Profile for initial language teacher education academic curricula in Europe. Keywords: Initial language teacher education; Europe; TEFL; competences; academic curricula; Pre-Service Teacher Training (PRESETT); educational policy Introduction The enlargement of the European Union makes language learning for all European citizens a priority. The Bologna Declaration emphasises academic mobility and employability across national borders and seeks to establish a framework of convergence towards a European Higher Education Area (EHEA). Both the development of the EHEA and the goal of flexible employment across European Journal of Language Policy 6.1 (2014), 23 112 ISSN 1757-6822 (print) 1757-6830 (online) Liverpool University Press doi:10.3828/ejlp.2014.5

24 Marianthi Karatsiori borders depend heavily on foreign language learning, and thus on the quality of language teacher education. Theoretical background and research scope Over the past decade there has been growing concern about initial language teacher education across European countries and helping language teachers develop a European frame of mind (Willems 2002). The report The Training of Teachers of a Foreign Language: Developments in Europe (Kelly et al. 2002) proposes ways in which language teacher training can be strengthened by actions at the European level, and establishes the ground principles for The European Profile of Language Teacher Education: A Frame of Reference (Kelly et al. 2004), which aims to serve as a checklist for existing language teacher education programmes and a guideline for those still being developed. In 2003, the European Centre for Modern Languages published the book Facing the future: Language educators across Europe, which examines the future of language education and its impact on initial language teacher education. The OECD s report Teachers matter: Attracting, developing and retaining effective teachers (2005) presents an international analysis of trends and developments in the teacher workforce in 25 countries around the world and provides teacher policy options for countries to consider. Also, the OECD s Teaching and Learning International Survey TALIS (2010) aims to cover key issues that affect lower secondary teachers in their work, including aspects of professional development, teacher beliefs, attitudes and practices, teacher appraisal and feedback, and school leadership. The European Commission s Common European Principles for Teacher Competences (2005) and its communiqué Improving the Quality of Teacher Education (2007) have identified teacher education as a key factor in securing a high quality of education in European countries. Teacher education has thus moved from a national concern towards becoming part of the discourse around Europeanisation. This paper sheds light on the policy for initial language teacher education adopted by 27 countries in an attempt to make possible a Europe-wide mapping of the minimum qualifications needed, a process that could contribute towards the introduction of a European Benchmark Statement for Language Teacher Training (Kelly et al. 2002) by coordinating the ideal profile of prospective language teachers between member states. In this context, the research question formulated intends to identify the similarities and differences of academic curricula for prospective language

A common curriculum for the initial training of TEFL teachers in Europe 25 teachers in the member states of the European Centre for Modern Languages and could be divided into three sub-questions: (1) To what extent do the academic curricula for initial language teacher training converge or diverge in terms of duration? Do the four-year academic programmes provide the same competencies, skills and knowledge as programmes of five and six years? What are the minimum official requirements for a language teacher to work in public schools? To what extent do qualifications differ from one European country to another? (2) Is there a difference between the academic curricula specialising in only one language and those specialising in two or more languages or other subject areas with regard to the 40 elements of the Profile? (3) Which key elements of the Profile are incorporated into all academic curricula? Are there any key elements that, despite their importance, are not embedded in the academic curricula? Methodology This survey attempts to provide a descriptive analysis and an evaluation of academic curricula for the initial training of TEFL teachers in the member states of the European Centre for Modern Languages-ECML. It is concerned with the academic curricula that train prospective TEFL teachers to teach in upper secondary education (ISCED 3).1 It should be noted that the evaluation concerns only the reported academic curricula and not similar academic programmes in the same country. Also, it should be noted that the evaluation is based on a detailed description of the study programme of each academic curriculum, i.e. the nominal existence of a course whose description covers 1. The International Standard Classification of Education (ISCED) is designed to serve as a framework between countries to classify educational attainment into the following ISCED levels (UNESCO 2011): ISCED 0: early childhood education ISCED 1: primary education ISCED 2: lower secondary education ISCED 3: upper secondary education ISCED 4: post-secondary non-tertiary education ISCED 5: short-cycle tertiary education ISCED 6: bachelor or equivalent ISCED 7: master or equivalent ISCED 8: doctoral or equivalent.

26 Marianthi Karatsiori at least one key element of the Profile. Consequently, this study attempts to capture the external image of the academic curricula regarding the integration of the 40 key elements of the Profile that is justified by the existence of relevant courses in the curriculum. This paper provides information about the minimum requirements needed in order for somebody to become a language teacher in upper secondary education, the duration of studies, the degrees needed, the institutions qualified to offer initial language teacher education and the status of language teachers working in publicly funded schools. The information and the data needed were given to the author by either representatives of the ministries of education or/and by university professors of each country. The national reports of Eurydice2 and the country dossiers3 of the International Bureau of Education (UNESCO-IBE) were also used as a point of reference for the data selection. It is worth mentioning that the validity of the data presented in this article was last checked in January 2012, since in a number of countries the process of improving teacher initial education is still ongoing. The main instrument of data collection was the evaluation table presented in the appendix. The first part of the evaluation table presents the university and the minimum qualifications required in order to teach English in publicly funded schools of each country. In practice, this means that there are countries in which only one academic curriculum is assessed (e.g. in Cyprus, possession of the four-year bachelor degree provides the right to teach in all levels of secondary education), while in other countries a postgraduate degree and/or certificate of paedagogical studies are also prerequisites; the evaluation, therefore, takes into account all necessary stages of education. The second part presents the 40 key elements recommended by the Profile, which operate as evaluation criteria. At a first level, the evaluation table is filled in by the researcher after detailed study of the academic curricula involved. Then, in an attempt to crosscheck the validity of data, the evaluation table is sent electronically to at least one educator at the relevant university department for data confirmation or for correction. The process of filling in and confirming the evaluation tables lasted from June 2009 until June 2011. 2. European Commission: Eurydice (Information on Education Systems and Policies in Europe) http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php. 3. UNESCO, International Bureau of Education, Country dossiers: http://www.ibe.unesco.org/en/ worldwide.html.

A common curriculum for the initial training of TEFL teachers in Europe 27 Data collection and sources used Apart from the evaluation table, the following sources were also used for the data collection: (1) Ministries of education (2) National reports from the Eurydice Network of European Education and systems (3) European Centre for Modern Languages (communication with member representatives) (4) Higher education institutions (5) Personal communication with instructors in foreign language departments (6) UNESCO (database) (7) Academic curricula (study programmes) Research issues The original aim was to involve all 34 countries member states of the European Centre for Modern Languages (ECML) in the research. For this reason, the researcher contacted (via email and/or telephone) representatives from the ministry of education and/or university departments in each country. However, it was not possible to confirm the validity of data for Albania, Armenia, Estonia, Ireland, Latvia and Northern Ireland. Consequently, these countries were not included in the research, along with Andorra and Liechtenstein, neither of which have any higher institutions offering initial language teacher education programmes. Sample selection The 27 countries that participated in the research are Austria, Bosnia- Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, England, Finland, France, the Former Yugoslav Republic of Macedonia, Germany, Greece, Hungary, Iceland, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands, Norway, Poland, Romania, the Slovak Republic, Slovenia, Spain, Sweden and Switzerland. The total survey sample consists of 27 questionnaires concerning academic curricula for English teacher training programmes. The sample of academic curricula was selected by random sampling. The researcher accessed the websites of the university departments for information on the minimum degrees needed in each country to be eligible to work as a teacher of English in publicly funded secondary schools. Where practicable, attempts were made to identify whether the minimum required qualifications (e.g.

28 Marianthi Karatsiori Bachelor, Master, Paedagogical Studies etc.) were offered by the same academic institution. Therefore, the choice of universities was based on the availability of the above. It is noted that the evaluation concerns exclusively the selective academic curricula of the specific universities. Presentation of the academic curricula This part presents the basic characteristics of the university and the academic curricula for initial teacher training in the 27 countries that participated in the research. With regard to the academic programmes that require studies in a second or third specialisation, the evaluation performed did not include the second or third specialisation; only the academic curricula for studies designed for prospective English language teachers were evaluated. This is made clear in the cell Degree Description in the tables below. Austria: University of Vienna University: University of Vienna: Department of English and American Studies Website: http://anglistik.univie.ac.at/ Degree Description: Lehramt Englisch als Unterrichtsfach (Teaching Degree English, recognised as a Master). Duration of studies: minimum 9 semesters = 4.5 years. ECTS: 240 to 360 ECTS. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Secondary school teachers choose any two subjects (minimum). English can be combined with another language (French, Italian, Spanish, Russian), but any other subject is possible. Other prerequisites to work as a language teacher in secondary education: An introductory year of teaching is needed under supervision of an experienced teacher, alongside attendance of various seminars. Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary only. Status of teachers working in publicly funded schools: Teachers are employed by the federation or the Länder (public employees). Bosnia-Herzegovina: University of Sarajevo University: University of Sarajevo, Faculty of Philosophy, English Department. Bachelor study guide: www.ff.unsa.ba Degree Description: Bachelor (BA) in English language and literature + Master (MA) in English Language Teaching. Duration of studies: BA: (3 years) + MA (2 years) = 5 years. ECTS: BA: 180 + MA: 120 = 300

A common curriculum for the initial training of TEFL teachers in Europe 29 Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English (major) and minor in another language (German/French) or in education/paedagogy. Other prerequisites to work as a language teacher in secondary education: It is difficult to talk about the general rules at the state level due to the complex political, economic and educational structure of post-war Bosnia and Herzegovina (two entities, one district, 10 cantons in the Federation of Bosnia). In Sarajevo Canton, after obtaining an MA in Language Teaching you need to spend one year as a novice teacher in a public school, after which you have to pass the exam supervised by the Paedagogical Institute, which officially qualifies you as a foreign language teacher in public schools. Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): After obtaining the Master, one can work in both primary and secondary education in Sarajevo Canton; other cantons have different policies and rules. Status of teachers working in publicly funded schools: School teachers working in state schools are civil servants. They are employed by the school principal on the basis of a public vacancy announcement stating the requirements in terms of qualifications. Before they can take up employment in a school, teachers must meet the requirements laid down in the Guidelines on the Type of Qualifications of Teachers and Associates in Schools. Bulgaria: Sofia University St. Kliment Ohridski University: Sofia University St. Kliment Ohridski, Faculty of Classical and Modern Philology, Department of British and American Studies. Bachelor study guide: http://portal.uni-sofia.bg/index.php/eng/the_university http://sites.uni-sofia.bg/english/ Degree Description: Bachelor in English Philology + teacher qualification: 240 ECTS. Duration of studies: Bachelor: 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Other prerequisites to work as a language teacher in secondary education: In order to acquire the professional qualification of teacher of English, students who have graduated in English philology also need to undergo training to gain the professional qualification of teacher. This can take place concurrently with the training for acquiring the respective educational and qualification degree, or after graduation. Students taking the concurrent option who have graduated in English philology and who have met the unified state requirements for acquiring the professional qualification of teacher, are awarded the professional qualification of philologist and teacher of English in secondary schools. Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): In secondary and primary education. Status of teachers working in publicly funded schools: Teachers are not civil servants. They work under labour contracts and are employed by school principals. Croatia: University of Zadar University: University of Zadar, Department of English Language and Literature. Bachelor and Master study guide: http://www.unizd.hr/portals/0/ms/pdf/guide/6.pdf Degree Description: Undergraduate double-major study + graduate double major teacher s study. Reformed (Bologna agreement) double-major 5-year programme that educates students to become elementary and high school teachers, and teachers in institutions of higher education and universities.

30 Marianthi Karatsiori Duration of studies: Undergraduate double-major study (3 years) + graduate double major teacher s study (2 years) = 5 years. ECTS: BA: 180 ECTS + MA: 120 ECTS: 300 ECTS. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English/French language Teacher in Secondary Education in Croatia: a) Undergraduate Double-Major Study b) Graduate double major teacher s study c) National exams. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities (there are teacher colleges that prepare elementary teachers, but they are also an integral part of the university). Possibility to work (in both secondary and primary/only in secondary): Secondary and primary education. Status of teachers working in publicly funded schools: Teachers are civil servants paid from the country s budget. Cyprus: University of Cyprus University: University of Cyprus, Faculty of Humanities, Department of English Studies. Bachelor study guide: http://www.ucy.ac.cy/goto/englishstudies/en-us/undergraduate.aspx#link1e Degree Description: Bachelor in English Language and Literature: 240 ECTS. Duration of studies: Bachelor: 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English/French language teacher in secondary education in Cyprus: a) BA in English Language and Literature b) Waiting list. Graduate students wishing to work as English language teachers in public schools in secondary education enrol on a waiting list ( epetirida ) and wait a few years for their turn to be recruited by the Ministry of Education of Cyprus. Enrolment on the epetirida is based on a chronological order, according to the date of graduation. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary. Status of teachers working in publicly funded schools: Teachers have civil servant status as a rule. Czech Republic: Masaryk University University: Masaryk University, Faculty of Arts. Bachelor study guide: http://www.muni.cz/phil/study/programmes/courses/18652 Master study guide: http://www.muni.cz/study/ programmes/1762?study_type=r&study_form=r&faculty=phil Degree Description: BA in English Language and Literature + MA in Upper Secondary School Teacher Training in English Language and Literature. ECTS: 180 + 120 = 300 ECTS. Students of the MA programme may do single subject (2 years) or double (3 years) and if double, the other subject does not have to be a language. Duration of studies: BA (3 years) + MA (2 years) = 5 years.

A common curriculum for the initial training of TEFL teachers in Europe 31 Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English only or English language and another subject. Minimum requirements in order to be an English language Teacher in Secondary Education in the Czech Republic: 1. Bachelor Degree in English Language and Literature; 2. MA in Upper Secondary School Teacher Training in English Language and Literature. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary education. Status of teachers working in publicly funded schools: Teachers do not have the status of civil servant. England: University of Manchester University: University of Manchester Bachelor study guide: http://www.llc.manchester.ac.uk/intranet/ug/handbooks/ PGCE study guide: http://www.education.manchester.ac.uk/postgraduate/taught/courses/ pgcesecondary/subject/english/ Degree Description: Bachelor degree: Linguistics and English language + PGCE in English. Bachelor degree in one, two or more specialisations (joint or single, major minors degree), 1 st specialisation Linguistics and English language + School of Education: Postgraduate Certificate in Education (PGCE). Duration of studies: Bachelor (3 years) + PGCE (10 months) = 3 years and 10 months ECTS: Βachelor: 180 ECTS. The PGCE is not awarded with ECTS. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Possibility to choose: specialist in English only or English with another subject. Other prerequisites in order to work as a language teacher in secondary education: Teachers should have Qualified Teacher Status (QTS). The main routes to QTS are the concurrent and the consecutive routes. The concurrent route consists of a 3- or 4-year Bachelor of Education degree; the consecutive route of a bachelor s degree followed by a Professional or Postgraduate Certificate in Education (PGCE). 1. 3- or 4-year Bachelor degree either only in English/French or combined with another language; 2. PGCE. The 4-year Bachelor degrees include a year spent abroad. Institutions training future language teachers: 1. Universities; 2. University Colleges. Possibility to work (in both secondary and primary/only in secondary): Secondary (there is the PGCE secondary and the PGCE primary. Both lead to QTS. Holders of QTS are able to teach in both secondary and primary, if the school accepts the application). Status of teachers working in publicly funded schools: Teachers are not civil servants. School teachers are employed either by the local authority or by the individual institution, depending on the type of school. Finland: University of Helsinki University: Faculty of Arts: Department of English. Study guide: https://oodi-www.it.helsinki.fi/hy/frame.jsp?avattavasivu=vl_kehys. jsp&kieli=6&opas=1433 Paedagogical Studies: http://www.helsinki.fi/teachereducation/education/index.html Degree Description: Bachelor + Paedagogical Studies (PS) + MA. ECTS: Bachelor: Major in English Philology and minor in another language or subject (180 ECTS) + Teachers paedagogical studies in basic and general upper secondary education (60 ECTS) + MA (60 ECTS) = 300 ECTS.

32 Marianthi Karatsiori Duration of studies: Bachelor: Major in English Philology and minor in another language or subject (3 years) + Teachers paedagogical studies in basic and general upper secondary education (1 year) + Master in English Philology (1 year) = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English (major) and minor in another language or subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Finland: a) Bachelor: Major in English Philology and minor in another language or subject; b) Teachers paedagogical studies in basic and general upper secondary education; c) Master in English Philology. Other prerequisites in order to work as a language teacher in secondary education: There are neither exams nor officially-acknowledged probation period. Still some municipalities may employ a teacher for two years first. Institutions training future language teachers: 1. Universities Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary. Status of teachers working in publicly funded schools: Teachers have civil servant status. France: University of Strasbourg University: University of Strasbourg (UFR des langues vivantes), Department of English and North- American Studies. Bachelor study guide: http://dladl.u-strasbg.fr/html/formation/licence.htm Study guide (Licence and Master): http://www.unistra.fr/index.php?id=8972 Degree Description: Bachelor orientation language and English Culture + Master in teaching second and foreign languages. Bachelor (180 ECTS) + Μaster (120 ECTS) = 300 ECTS. Duration of studies: Licence (3 years) + Master (2 years) = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Possibility to choose: specialist in English only or English with another subject. Other prerequisites in order to work as a language teacher in secondary education: Future language teachers have to present themselves at the aggregation exams (holders of a master) or CAPES exams (holders of a licence). Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary. To work in primary schools, success in another type of national contest is needed: the CRPE exams. Primary school teachers are encouraged to teach foreign languages as well. However, there are some specialised teachers who teach foreign languages in primary education. Status of teachers working in publicly funded schools: The majority of teachers working in state schools are civil servants. FYROM: St. Cyril and Methodious University University: St. Cyril and Methodious University, Faculty of Philology Blaze Koneski, English Language and Literature. Website: http://www.ukim.edu.mk/en_struktura_contact.php?inst=24 Degree Description: Bachelor in one subject. ECTS: 240. Duration of studies: Bachelor: 4 years. The BA degree has three orientations: a) Teacher of English/French; b) Translator; c) Interpreter. Those wishing to work as teachers have to choose the corresponding orientation.

A common curriculum for the initial training of TEFL teachers in Europe 33 Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English language Teacher in Secondary Education in FYROM: 1. 4-year Bachelor degree in English language and literature; 2. 1-year teaching-working under supervision; 3. Exams in a national committee. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities; 2. University colleges (for those wishing to work only in primary). Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Germany: University of Hamburg University: University of Hamburg, Faculty of Arts, Bachelor in English and American Studies (major) + Master of Education Teacher Training courses/master programme for secondary school teaching (LAGym). Bachelor study guide: http://www.slm.uni-hamburg.de/ba/mhb_ba_aa_7_opt2_kopie.pdf Master study guide: http://www.epb.uni-hamburg.de/files/vorlaeufige%20pruefungsordnung%20 Master%20of%20Education%20der%20Lehramtsstudiengaenge_0.pdf Degree Description: ECTS: BA (180 ECTS) + MA (120 ECTS) = 300 ECTS. The bachelor programme comprises three phases: initial phase, construction phase, deepening phase. The modules usually include several courses and conclude with a test module. An internship is also required. At the end of the BA, students must submit a thesis and present it in front of a committee. In order to enter into the BA programme, a B2 level in English is required. In order to enter into the MA programme, a C1 level in English is required, B1 in another language and knowledge of Latin. Duration of studies: Bachelor (3 years) + Master (2 years) = 5 years Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another language or subject and a minor (2 majors + 1 minor). Students always have to study at least two subjects, both of which they will teach later on at school, and they must take classes in paedagogy. After successfully completing the 2-year traineeship (written exams, papers, evaluations, final exam), they become qualified teachers and can apply for a position (they cannot choose the school; they are sent where they are needed). Minimum requirements in order to be an English/French language Teacher in Secondary Education in Germany: A) Bachelor in English and American studies (major) and a second major in another subject; b) Master of Education Teacher Training courses/master programme for secondary school teaching (LAGym); c) exams Staatsexamen ; d) 2 years work experience in schools; e) State exams. Only if they succeed in the final state exam do they have the chance to work as language teachers in state schools. During the traineeship, trainee teachers sit in classes with real teachers, and observe. They also teach while a supervisor is watching and evaluating them. During these 2 years, they again have exams and their teaching is being evaluated by supervisors. During this time they already get a salary, but not the full salary. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary. The MA chosen here is only for secondary. They can work either in primary or secondary schools. At the beginning of their studies, students have to decide whether they want to become a primary or a secondary teacher and choose the appropriate programme. Status of teachers working in publicly funded schools: Teachers are generally employed by the state and have civil servant status as a rule.

34 Marianthi Karatsiori Greece: Aristotle University of Thessaloniki University: Aristotle University of Thessaloniki, Faculty of Philosophy, School of English Language and Literature. Bachelor study guide: http://www.enl.auth.gr/index_en.html Degree Description: Bachelor degree: 240 ECTS. Duration of studies: Bachelor: 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English language Teacher in Secondary Education in Greece: a) Bachelor in English Language and Literature; b) ASEP (national) exams organised by the Greek government. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Both secondary and primary education. Status of teachers working in publicly funded schools: Teachers have civil servant status as a rule. Hungary: Pázmány Péter Catholic University University: Pázmány Péter Catholic University, Faculty of Humanities, Department of English Studies, BA programme in English Studies + MA programme. Bachelor study guide: http://btk.ppke.hu/tantargylistak/english/ba_full/english.pdf Master study guide: http://btk.ppke.hu/tantargylistak/english/ma_full/english.pdf Degree Description: Bachelor degree + Master degree. ECTS: 180 + 150 = 330 ECTS. Duration of studies: Bachelor (3 years) + Master (2.5 years) = 5.5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another subject. Minimum requirements in order to be an English/French language Teacher in Secondary Education in Hungary: a) Bachelor in English Studies; b) Master in English Teaching (teaching practice integrated). Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities; 2. University colleges. Possibility to work (in both secondary and primary/only in secondary): In secondary and primary education. Status of teachers working in publicly funded schools: Teachers have civil servant status as a rule. Iceland: University of Iceland University: University of Iceland, School of humanities, Faculty of Language Literature and Linguistics, BA in English Studies + MA in English Teaching. Bachelor study guide: https://ugla.hi.is/kennsluskra/index.php?tab=skoli&chapter=content&id=17055& kennsluar=2010 Master study guide: https://ugla.hi.is/kennsluskra/index.php?tab=nam&chapter=namsleid&id=051018 _20106&kennsluar=2010

A common curriculum for the initial training of TEFL teachers in Europe 35 Degree Description: Bachelor degree + Master degree; ECTS: 180 + 120 = 300 ECTS. Duration of studies: Bachelor (3 years) + Master (2 years) = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English only or in another subject; in French only or in another subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Iceland: a) BA in English Studies; b) MA in English Teaching. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Both in secondary and primary education. Status of teachers working in publicly funded schools: All teachers are public employees. Lithuania: Paedagogical University of Vilnius University: Paedagogical University of Vilnius, Faculty of Philology, Department of English Philology. Bachelor study guide: http://www.vpu.lt/ff/akdk/page.aspx?pageid=2486 Degree Description: Bachelor: ECTS: 240. Another possibility for adults who already have a university degree is to take a retraining course, which takes 2 or 2.5 years to get a second university degree in foreign language philology or foreign language teaching. Duration of studies: Bachelor: 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English language Teacher in Secondary Education in Lithuania: Bachelor. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities; 2. Paedagogical universities. Possibility to work (in both secondary and primary/only in secondary): Both in secondary and primary education. Status of teachers working in publicly funded schools: Teachers are not civil servants. Luxembourg: University of Luxembourg University: University of Luxembourg, Faculty of Language and Literature, Humanities, Arts and Education. Bachelor Study guide: http://wwwen.uni.lu/formations/flshase/ bachelor_en_cultures_europeennes_english_academique/programme Paedagogical studies study guide: http://wwwen.uni.lu/formations/flshase/ formation_pedagogique_des_enseignants_du_secondaire Degree Description: BA in English Studies + Master (in Anglophone/ Francophone country) + 2 years of paedagogical studies in secondary teachers training in the University of Luxembourg. ECTS: BA (180 ECTS) + MA (60 or 120) ECTS = 240 or 300 ECTS. Duration of studies: Bachelor (3 years) + Master (1 or 2 years) + Paedagogical Studies (3.5 years) as candidats professeurs = 7.5 or 8.5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English.

36 Marianthi Karatsiori Minimum requirements in order to be an English/French language Teacher in Secondary Education in Luxembourg: a) Bachelor in European Cultures (English Studies: (1 st year in Luxembourg the rest of the studies in an Anglophone country or the whole equivalent BA in an Anglophone country); b) Master (in Luxembourg or an Anglophone country: BA or/and MA must be attended in an Anglophone country); c) Selective entrance examination; d) 2 years of paedagogical studies in secondary teacher training at the University of Luxembourg; e) 18 months as candidats professeurs to write and defend a thesis (travail de candidature); f) National exams organised by the government. If they pass the exams they are appointed as professeurs de l enseignement secondaire. Other prerequisites in order to work as a language teacher in secondary education: Language teachers are required to have an MA or BA from a university in an English- or French-speaking country. Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary. Status of teachers working in publicly funded schools: The vast majority of teachers have civil servant or public-sector staff status. Malta: University of Malta University: University of Malta, Faculty of Arts, Department of English, BA degree in English + Faculty of Education, Department of Arts & Languages, Post Graduate Certificate in Education/PGCE. Bachelor Study guide: http://www.um.edu.mt/educ/artslangs PGCE Study guide: http://www.um.edu.mt/ data/assets/pdf_file/0019/106417/s_and_t3_ed_psy_ PGCE-2.pdf Degree Description: Bachelor in one or more subject areas + PGCE. ECTS: Bachelor (180) + PGCE (60) = 240 ECTS. Duration of studies: Bachelor (3 years full-time/5 years part-time) + PGCE (1 year) = 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English only or English and another subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Malta: 1. a) Bachelor s degree in one or more subject; b) Postgraduate Certificate in Education; 2. A Bachelor of Education Honours degree course. Other prerequisites in order to work as a language teacher in secondary education: a) newly appointed teachers have to follow a 2-year mentoring period; b) an induction course at the beginning of their professional career. Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Secondary. General teachers teach foreign languages at primary level. Status of teachers working in publicly funded schools: The vast majority of teachers have the status of civil servants or public-sector staff. Montenegro: University of Montenegro University: University of Montenegro, faculty of Philosophy, Department of English BA in English Language and Literature + MA in English Language and Literature. Bachelor study guide: http://www.ects.ac.me/filozofski%20fakultet/engelski%20jezik%20i%20 knjizevnost/godine-engleski.html Master study guide: http://www.ff.ac.me/07engleski/03ms.htm

A common curriculum for the initial training of TEFL teachers in Europe 37 Degree Description: Bachelor in one or more subject areas + Master. ECTS: Bachelor (180) + Master (60) = 240. Duration of studies: Bachelor (3 years) + Master (1 year) = 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English/French language Teacher in Secondary Education in Montenegro: a) BA in English; b) MA; c) 9-month placement in a school. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Netherlands: University of Amsterdam University: University of Amsterdam, Bachelor in English Language and Culture + Master in Linguistics or in English Language and Culture + Institute for Teaching and Learning (ILO) Interfaculty training Post-Master for teacher training in secondary schools (PMT)/Master of Education. BA study guide website: http://studiegids.uva.nl/web/uva/2009_2010/nl/p/465_76407.html Master in English linguistics: http://www.uva.nl/en/education/master-s/master-s-programmes/item/linguistics-of-europeanlanguages.html Post-Master Teacher: http://studiegids.uva.nl/web/uva/sgs/nl/p/1025_119525.html Degree Description: Bachelor in English Language and Culture (180 ECTS) + Master (60 ECTS) + Master of Education (60 ECTS) = 300 ECTS. The Netherlands have a binary system of higher education: university education (wetenschappelijk onderwijs = WO) offered by universities, and higher professional education (hoger beroepsonderwijs = HBO), offered by HBO institutions. HBO teacher education courses (240 ECTS for a Bachelor s degree and 90 ECTS for a Master degree) for secondary school teachers give access to the titles Bachelor of Education and Master of Education. University graduates have to undertake a 3-year Bachelor degree (180 ECTS), a Master degree (60 ECTS) or/and a PhD degree, followed by a Post-Master for Teacher Training in secondary schools (PMT). Grade two teachers are qualified to teach the first three years of senior general secondary education (Hoger algemeen voortgezet onderwijs HAVO) and pre-university education (Voorbereidend wetenschappelijk onderwijs VWO, consisting of gymnasium and athenaeum) and all years of pre-vocational secondary education (Voorbereidend middelbaar beroepsonderwijs VMBO), secondary vocational education and adult education. Grade one teachers are qualified to teach at all levels of secondary education, including the last two or three years of HAVO and VWO respectively. Duration of studies: BA (3 years) + MA (1 year) + Post-Master in education (1 year) = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English. Minimum requirements in order to be an English language Teacher in Secondary Education in Netherlands: 1. University education: a) BA in English language and culture, b) MA in English language and culture, c) Post-Master for teacher training in secondary schools/master of education = grade one qualification; 2. Higher professional education: 4-year Bachelor of education (240 ECTS) = grade two qualification; 3. Higher professional education: 4-year Bachelor of education (240 ECTS) + Master of Education (90 ECTS) = grade one qualification. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities; 2. HBO institutions: higher professional education (hoger beroepsonderwijs = HBO)

38 Marianthi Karatsiori Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary education. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Norway: University of Bergen University: University of Bergen, Faculty of Arts and Institute of Foreign Languages. BA study guide website: http://www.uib.no/studyprogramme/bahf-eng PGCE study guide: http://www.uib.no/studyprogramme/praped Degree Description: Degree Description: BA in English language + PGCE ECTS: BA (180 ECTS) + PGCE (60 ECTS) = 240 ECTS. Duration of studies: Bachelor (3 years) + PGCE (1 year) = 4 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another language or subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Norway: Two different paths of teacher training are offered: I. 1) 3-year BA with 1 year in English, 1 year in a second subject plus 1/2 year either in English or the other subject; 2) PGCE which encompasses didactics of English (15 credits) and didactics of the other subject and 120 hours teaching practice. (or alternatively) II. 1) 5-year integrated study programme which is recognised as an MA degree and includes the same components, which are: 1 year in English, 1 year in a second subject plus 1/2 year either in English or the other subject; 2) PGCE which encompasses didactics of English (15 credits) and didactics of the other subject and 120 hours teaching practice. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities; 2. University colleges. Possibility to work (in both secondary and primary/only in secondary): Only secondary. Status of teachers working in publicly funded schools: Teachers in state schools do not have civil servant status. Poland: Jagiellonian University University: Jagiellonian University, Faculty of Philology, Department of English Philology. BA study guide: http://info.filg.uj.edu.pl/ifa/index.php/studia-i-studenci/studia/83 MA study guide: http://info.filg.uj.edu.pl/ifa/index.php/studia-i-studenci/studia/172 Degree Description: Bachelor + Master. ECTS: BA (180) + MA (120) = 300 ECTS. Duration of studies: Bachelor (3 years) + Master (2 years) = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another language or subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Poland: 1. BA in English and another language or subject; 2. MA in English; 3. 1 year teaching practice. Other prerequisites in order to work as an English teacher in secondary education: 1. 1 year teaching practice; 2. 2 years and 9 months of work experience as a contract teacher; 3. Competence in teaching two subjects; 4. Computer literacy; 5. Good command of a foreign language. Institutions training future language teachers: 1. Universities; 2. Teacher colleges (teacher colleges are frequently integrated into universities).

A common curriculum for the initial training of TEFL teachers in Europe 39 Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary education. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Trainee and contract teachers have the status of contractual employees; appointed and chartered teachers enjoy the status of career civil servants. Teachers apply to schools to become contractual employees at first; after 3 years they become civil servants. Romania: Transylvania University of Brasov4 University: Transylvania University of Brasov, Faculty of Letters, Languages and Literatures Department. University Website: http://www2.unitbv.ro/default.aspx?alias=www2.unitbv.ro/litere/en Website of the paedagogical module: http://www2.unitbv.ro/pse/en/departaments/thedepartmentofteachingstafftraining/tabid/5247/language/en-us/default.aspx Degree Description: 3-year Licenta (Bachelor) + Paedagogical Module + Master Paedagogical Module: Module I is covered during the Bachelor. It provides partial certification for teaching profession and gives the right to work temporarily in the teaching profession to achieve tenure. Module II comes after obtaining a Bachelor. The new Law of Education (starting February 2011) stipulates that graduates need to have a didactic Master diploma in order to teach in secondary schools. Prospective teachers are considered to be language teachers before the 2-year practice, but without a tenure. After 2 years they have to pass the tenure-examination ( national contest ). Duration of studies: 3 years (most of the time the paedagogical module is attended during the Bachelor) + 2-year MA (for teaching in upper secondary). ECTS: BA (180 ECTS) + PM (30 + 30 ECTS) = 240 ECTS + MA (120 ECTS) = 360 ECTS. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another language or subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Romania: 1. BA in English and another language; 2. Paedagogical Module; 3. Master; 4. 2 year teaching practice; 5. Exam at school level. 4 Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary education. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Slovak Republic: Constantine the Philosopher University University: Constantine the Philosopher University, Faculty of Arts, Department of English and American Studies. Bachelor and Master study guide: http://www.kaa.ff.ukf.sk/ Degree Description: Bachelor joint honours teacher programme (3 years) + Masters joint honours teacher programme (2 years). 4. According to the new Law of Education (enforced from February 2011), there is no longer going to be a national contest, but an exam at school level. The new law s methodologies of application have not yet been published.

40 Marianthi Karatsiori Duration of studies: Bachelor (3 years) + Masters (2 years) = 5 years. ECTS: 180 + 120 = 300. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and another language or subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Slovak Republic: 1. BA joint honours; 2. Masters diploma qualifying the person: teacher of English language and literature and (other subject); 3. State exams. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): In secondary only. Status of teachers working in publicly funded schools: Teachers are not civil servants. Slovenia: University of Ljubljana University: University of Ljubljana, Faculty of Arts, Department of English and American Studies. Study guide (Bachelor and Master): http://www.anglistika.net/predmeti Degree Description: Bachelor and Master. Duration of studies: Bachelor (3 years) + Master (2 years) = 5 years. ECTS: 180 + 120 = 300. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English, teacher of English and another language or specialist only in English. Minimum requirements in order to be an English language Teacher in Secondary Education in Slovenia: a) BA in English language and literature; b) MA; c) Traineeship (1 year working-teaching in schools); d) state exams-teacher Certificate. Other prerequisites in order to work as a language teacher in secondary education: Institutions training future language teachers: 1. Universities. Possibility to work (in both secondary and primary/only in secondary): Both primary and secondary education. Status of teachers working in publicly funded schools: Teachers in state schools have civil servant status. Spain: University of Barcelona University: University of Barcelona, Faculty of Arts and Humanities. BA Study guide website: http://www.ub.edu/web/ub/en/estudis/oferta_formativa/graus/fitxa/e/ G1008/index.html MA Study guide website: http://www.ub.edu/masteroficial/mastersecundaria/index. php?option=com_content&task=view&id=60&itemid=85 Degree Description: BA degree in English studies + MA (in paedagogic and didactic training). ECTS: BA (240) + MA (60) = 300 ECTS. Duration of studies: 4-year Bachelor + 1-year Master = 5 years. Specialist (or semi-specialist) in one, two or three language(s)/subjects: Specialist in English and a second subject. Minimum requirements in order to be an English language Teacher in Secondary Education in Spain: a) Bachelor degree in English; b) Master.