The European Centre for Modern Languages (ECML) is a Council of Europe institution to which thirty-three countries currently subscribe. The ECML assists its member states in addressing challenges within their national education systems by:
The work of the Centre focuses primarily on priority areas in member states such as migration and language education, plurilingual education, mobility and intercultural learning, new media in language education, evaluation and assessment, early language learning, content and language integrated learning, employment and languages. Teacher education is at the core of its work. ECML activities are complementary to those of the Council of Europe’s work related to the development of policies and planning tools in the field of language education and the Secretariat of the European Charter for Regional or Minority Languages.
Within the framework of its 4-year programmes, the Centre works together with ministries, language experts, national institutions and international language organisations. Through its programmes, the ECML provides a platform for gathering and disseminating information, stimulating discussion and training multipliers in matters related to language education. It also maintains Europe-wide networks for teacher trainers, researchers and educational administrators.
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This collection of case studies aims to present some relevant information about developments in language teacher education across a number of geographically distinct sites and across a range of sectors. The main areas discussed are lifelong learning, learner autonomy, the use of information and communication technologies, plurilingualism and partnership in many of its various guises. The studies might be read with the following schema in mind: Looking BACK to establish clearly whence we came as language people, as learners, teachers and clients. Looking IN to establish how we can develop our own potential as learners, teachers and clients. Looking OUT to establish what lies beyond our own immediate horizons and how we can shift our paradigms to implement change. Looking FORWARD to anticipate future needs of learners, teachers and clients and how we can best prepare meet these needs. The studies provide us with lots of food for thought and perhaps, most importantly, prompt us to reflect on how we can do things both differently and more efficiently.
Target group(s): teachersteacher educators
Publication year: 2001
Collection of case studies on examples of good practice in Teacher Education (EN)
Please use the following bibliographic reference if you choose to cite any part of this resource:
Easton Richard (2001),
Collection of case studies on examples of good practice in teacher education, Council of Europe Publishing, Strasbourg.
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Collaborative community approach to migrant education - A virtual open course for educators 8175
A European learning network for professionals supporting work-related second language development 8012
A pluriliteracies approach to teaching for learning 7985
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Modern Languages (2012)
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