The Development of Language Teachers’ Learning Characteristics

Author(s):

Orsolya Kereszty(presenting / submitting)

Conference:

ECER 2015

Network:

01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 10 C, The impact of professional development on teaching practices

Paper Session

Time:

2015-09-10

15:30-17:00

Room:

428.Oktatóterem [C]

Chair:

Orsolya Kereszty

Contribution

Globalisation, migration, and information technological processes, which define every field of social coexistence, have a marked effect on language teaching and learning, which is most notable in changing learning environments, teacher and student roles. Language learning is a key competence that every European citizen should possess to be able to fulfil their educational and employment possibilities in the European knowledge society. (European Parliament, 2006)

Without being able to communicate in a foreign language, which is acknowledged as a key competence by the European Union, it is impossible to live in knowledge- and information societies. According to the EUROSTAT 2011 survey English is the most popular language among people aged 25-64 in the EU-28 countries. Two thirds of the responders stated they speak a foreign language, whereas in Hungary only 37% of the responders stated they know a foreign language. Therefore it is a key goal to support the language learning of the working (aged 25-64) population. (Eurostat, 2013)

Method

The survey-based research is conducted among language teachers in language schools in Hungary. The main question of the research is how language teachers teaching adults in language schools in Hungary today reflect on their learning processes and characteristics. How conscious are they about their learning processes? How intentionally do they plan their learning? How do their learning characteristics develop? To what extent do they know about and use newer methods and learning modes (for example: problem-based learning, learning by doing, learning through personal experience, free learning, learning based on experience, flexible learning, project teaching, blended learning, media learning, digital education) keeping in mind that the successful learning experience of adults largely depends on methods due to the fact that it is an autonomous person who partakes in the teaching-learning process. How do language teachers see and reflect on language learning as a community experience and the diversity of learning organisation based on e-learning?

Expected Outcomes

We have wide knowledge about the adult learner, their learning strategies and characteristics, but we have little about the adult educator. We can state that the adult educator/teacher is a key component in the learning-teaching process, based on which we can presume that if we obtain a deeper knowledge about how adult educators learn, we could – in the long run – increase the efficiency of (non-formal) adult education.

References

European Parliament (2006): Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning [Official Journal L 394 of 30.12.2006]. Eurostat (2013): Two-thirds of working age adults in the EU28 in 2011 state they know a foreign language. Eurostar Newsrelease 138/2013. 26 September 2013.

Author Information

Orsolya Kereszty (presenting / submitting)

Eötvös Loránd University, Faculty of Education and Psychology, Institute of Education, Hungary

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