Outputs

O1 – Identification and analysis of LSP teacher training programmes in Europe

The identification and analysis of LSP teacher training programmes in Europe will be based on the guidelines for the identification and analysis of LSP teacher programmes in the European higher education area. It will answer the following questions: What are the LSP teacher training programmes that European higher education institutions provide? What are the titles of the academic achievements that these programmes are parts of? How many ECTS do they deliver? Which courses do they provide? What are the entry requirements for these courses? What are the general contents of the syllabi of these courses? What are the learning outcomes? Which teaching/learning methods are used? Which assessment methods are used? Which Information and Communications technology is used? Which reference materials/books are used? What forms of practical training are provided?

O2 – Identification of LSP teacher needs

The identification of LSP teacher needs will be based on the guidelines for LSP teacher interviews and the surveys. It will answer the following questions: what are the needs of junior and experienced/senior LSP teachers in terms of needs analysis? What ar the needs of LSP teachers in terms of qualifications? What are the needs of LSP teachers in terms of teaching skills and methodology? What are the needs of LSP teachers in terms of materials design? What are the needs of LSP teachers in terms of the use of ICT? What are the needs of LSP teachers in terms of testing and assessment? What are the needs of LSP teachers in terms of research methodology? What are the needs of LSP teachers in terms of disciplinary knowledge? Are there any disciplinary differences in terms of teaching, research and knowledge needs? Are there any differences in terms of academic context/background? Etc.

O3 – Definition of training outcomes based on identified gaps between LSP provision in Europe and LSP teacher needs

The definition of training outcomes will be based on the identification of gaps between the content of the identification and analysis of LSP teacher training programmes in Europe (O1) and the identification of LSP teacher needs based on LSP teacher interviews (O2). It will answer the following questions: What are the gaps in the provision of practical training in LSP teaching and learning? What are the gaps in the provision of conducting needs analysis in LSP teaching and learning? What are the gaps in the provision of training in teaching methodology in LSP teaching and learning? What are the gaps in the provision training in materials design in LSP teaching and learning? What are the gaps in the provision of training in the use of ICT in LSP teaching and learning? What are the gaps in the provision of training in testing and assessment in LSP teaching and learning? What are the gaps in the provision of training in research methodology in LSP teaching and learning?

O4 – Innovative LSP teacher training curriculum

The innovative LSP teacher training curriculum will answer the following questions: Which specific training objectives will the LSP teacher training pursue? How many training modules are required? What do they have in common and what are the differences among them? Is a highly relevant core module with several elective modules feasible? Which training methodologies will be adopted to ensure active involvement of participants? Which ICT technologies and applications will be used to reflect the training outcomes? Which forms of blended learning will be involved? Which forms of practical teaching with observation will be involved for the participants? Which trainers are required to meet the training objectives? Which participants will mostly benefit from the LSP teacher training? Which knowledge, skills, and competences will the TRAILs summer school focus on?

O5 – Methodologies / guidelines – Evaluation method and tool

This will set out the overall evaluation design and plan for the project, including the ‘internal’ evaluation, process evaluation and summative (outcomes) evaluation. It will provide the data collection instruments and templates for data collection and analysis. These include: automated data capture (for example website logfiles); self-administered questionnaires and interviews; focus groups; diaries and logs; observation. The Toolkit will also set out the procedures for providing support to partners to help them collect and analyse data (including workshops, webinars and ‘ad hoc’ support). The Toolkit will include procedures and tools for the ‘internal’ evaluation, including a ‘Partner Survey’.
The output has high expected impact for the project, ensuring effective monitoring and robust evaluation of project outputs and outcomes, feeding results into the Transferability Toolkit.