AIMS OF THE EUROPEAN PROFILING GRID (EPG)

The European Profiling Grid (EPG) is an innovative instrument, the main purpose of which is to provide language teachers, teacher-trainers and managers with
a reliable means of outlining current competences and enhancing professionalism in language education. The ultimate aim is to increase the quality and
efficiency of the training and professional development of language teachers.

KEY TEACHING COMPETENCES OF EPG

Training and Development Phases

Qualification 1.1 1.2 2.1 2.2 3.1 3.2
Knowledge and  is learning about  has basic  is familiar with  is well acquainted  can provide  has a detailed
Skill different understanding of language learning with language theoretical knowledge of
language learning different language theories and learning theories justification for theories of
theories and learning theories methods and methods, the teaching language teaching
methods and methods  is familiar with learning styles and approach being and learning
 when observing  can select new techniques and learning strategies used and for a and shares
more experienced techniques and materials for two  can identify the very wide range it with colleagues
teachers, can materials, with or more levels theoretical of techniques  can follow up
understand why advice from  can evaluate from principles behind and materials observation of
they have chosen colleagues a practical teaching techniques  can use a very colleagues with
the techniques  can identify perspective the and materials wide range of practical,
and materials techniques and suitability of  can use teaching methodologically
they are using materials for techniques and appropriately a techniques, sound feedback
different teaching materials for variety of activities to develop their
and learning different teaching teaching techniques and materials range of teaching
contexts contexts and activities techniques
 can take into  can select and
account the needs create appropriate
of particular tasks and materials
groups when for any level
choosing which for use by
methods and colleagues
techniques to use
Lesson and course  can link a series  can find activities  can use a syllabus  can plan a course  can conduct a  can design
planning of activities in a to supplement and specified or part of a course thorough needs specialized courses
lesson plan, when those in the materials to taking account of analysis and use for different
given materials to textbook prepare lesson the syllabus, the it to develop a contexts that
do so  can ensure plans that are needs of different detailed and integrate
coherence balanced and meet students and the balanced course communicative and
between lessons the needs of the available materials plan that linguistic content
 by taking account group  can design tasks to includes appropriate to
of the outcomes  can plan phases exploit the recycling and the specialism
of previous and timing of linguistic and revision  can guide
lessons in lessons with communicative  can design colleagues in
planning the next different potential of different tasks assessing and
 can adjust lesson objectives materials based on the taking account of
plans as  can compare  can design tasks to same source differing individual
instructed to take learners’ needs meet individual material for needs in planning
account of and refer to these needs as well as use with courses and
learning success in planning main course objectives learners at preparing lessons
and difficulties and different levels  can take
supplementary  can use analysis responsibility for
objectives for of learner reviewing the
lessons difficulties in curriculum and
order to decide syllabuses for
on action points different courses
for upcoming
lessons
Interaction  can give clear  can manage  can set up and  can set up a varied  can set up task-  can set up, monitor
management and instructions and teacher-class manage pair and and balanced based learning and provide
monitoring organize an interaction group work sequence of class, in which groups support to groups
activity, with  can alternate efficiently and can group and pair carry out and individuals
guidance. between teaching bring the class work in order to different at different levels
the whole class back together meet the lesson activities at the in the same
and pair or group  can monitor objectives same time classroom working
practice giving individual and  can organize task-  can monitor on different
clear instructions group activities based learning individual and tasks
 can involve  can provide clear  can monitor learner group  can use a wide
learners in pair feedback performance performances range of
and group work effectively accurately & techniques to
based on activities  can provide /elicit thoroughly provide/elicit
in clear feedback  can provide/ feedback
a course book elicit individual
feedback in
various ways
 can use the
monitoring and
feedback in
designing
further activities
Pedagogy Competences

Pedagogical components are knowledge of classroom management: maximizing the quantity of instructional time, handling classroom events, teaching
at a steady pace, maintaining clear direction in lessons; Knowledge of teaching methods: having a command of various teaching methods, knowing when and
how to apply each method; Knowledge of classroom assessment: knowledge of different forms and purposes of formative and summative assessments,
knowledge of how different frames of reference (e.g., social, individual, criterion-based) impact students‘ motivation; Structure: structuring of learning
objectives and the lesson process, lesson planning and evaluation; Adaptivity: dealing with heterogeneous learning groups in the classroom As described before
that methodology includes a study of the nature of language skills for example; reading, writing, speaking, listening and procedures for teaching them and
includes knowledge studies of the preparation of lesson plans, materials, and textbooks for teaching language skills.
It is parallel with Key Teaching Competences in the category of EPG which covered the pedagogy skill in teaching and learning language. There are
four sub categories of Key Teaching Competences, 1) Teachers‘ knowledge and skills in methodology, 2) assessment, 3) lesson and course planning, and 4)
interaction management and monitoring. The main discuss in this research is the knowledge and skill competence in methodology in the perspective of EPG.

Lesson and Course Planning Teaching Practicum Instruction, Management and Monitoring
Course Description Micro-teaching is method of teacher Classroom Management: to provide pre-
training in which trainees’ practice teaching
service teachers with group and individual
for a short period of time with peers or behavior management and instructional
volunteer students, usually with a trainer procedures that can be used in a variety of
observing them. educational environments. Course content
will provide both theoretical understanding
and practical application of strategies aimed
at creating safe, encouraging, and effective
learning environments.
Goals To helps the teacher trainee to master the To help students to gain knowledge of
teaching skills. methods for establishing the classroom
community and preventing problem
behavior (how to monitor, managing
classroom or to instruct others)
Macro
Micro

Sub Competence
Models of Teaching

Design the process or instructional materials to guide a teacher action which makes students to
interact with each other in order to make change or develop students (related with planning strategy based
on theories). Each model consists of a rational, a series of steps (action, behaviors) to be taken by teacher
and learner, a description of necessary support systems, and method for evaluating the learner’s progress.

Objective:

 To help students grow in self-awareness or creativity

 To foster the development of self-discipline or responsible participation in a group
 To stimulate inductive reasoning or theory building
 To provide for mastery of subject matter

Fundamental elements:

1. Focus- it is the central aspect of teaching model

2. Syntax- it refers to the description of the model in the action’
3. Principles of reaction- that should be appropriate and selective
4. Social system- the models differ from each other with the regard to the description of the above
aspect
5. Support system- it refers to the additional requirements beyond the usual human skills or capacities
from the teachers and the facilities or schedules, available in the classroom
6. Application- it describes its application aspect. Some are meant for a short lesson, some for the large,
and some for both

Characteristics of good model:

 Have specific procedure

 Have specific learning outcomes
 Environment of learning is clear
 Criteria of learning outcome is clear
 Process of instruction is clear

Types of teaching model (Joyce and Will):

1. Social Model
2. Information Processing Model
3. Personal Model
4. Behavioral Model