TEFE: Teachers of English for Future Europe

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https://academica-e.unavarra.es/handle/2454/53960

Solicitamos la participación en el proyecto TEFE en la convocatoria de 2020 para abordar la necesidad de preparar a futuros profesores de inglés para la empleabilidad y la movilidad en toda la Unión Europea.

Nuestro proyecto se dirigió a educadores universitarios, estudiantes de magisterio de inglés, profesores recién titulados y mentores. Las actividades incluyeron visitas de aprendizaje experiencial, formación del personal, programas de estudio y una conferencia TEFE. Los impactos del proyecto incluyeron la promoción continua de la visión TEFE, el fomento de la movilidad de los estudiantes de magisterio y la promoción de la internacionalización en las instituciones.

En resumen, el Proyecto TEFE tenía como objetivo modernizar la formación docente, preparar al profesorado de inglés para la empleabilidad y la movilidad, y contribuir al avance del EEES 2025.

Referencia del proyecto: 2020-1-CZ01-KA203-078201

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Now showing 1 - 13 of 13

Open Access
O1_Appendix, TEFE Diagnostic of internationalisation support initiatives
(2023) Desconocido
The O1_Appendix, 'TEFE Diagnostic of Internationalisation Support Initiatives,' is a tabular representation based on the TEFE Index, which encapsulates the internationalisation measures implemented by the TEFE consortium universities (refer to O1 Appendix: TEFE Diagnostic of Internationalisation Support Initiatives). This table serves as a valuable tool for assessing the current landscape by facilitating a comparative analysis of internationalisation efforts among the TEFE universities. It offers a visual representation of both commonalities and areas ripe for development.
Open Access
Output 1: TEFE internationalisation of teaching practice (ITP)
(2023) Desconocido
Output 1, TEFE Internationalisation of Teaching Practice (TEFE ITP), is an integral part of the broader TEFE Framework for the Internationalisation of Teaching Practice and Employability. It aims to stimulate educators, teacher mentors, and student teachers, fostering a mindset embracing internationalisation as a fundamental aspect of teacher education within the TEFE Consortium. The TEFE ITP provides key orientations, opportunities, and challenges associated with internationalisation in teacher education. It introduces the TEFE Roadmap for the Internationalisation of Teaching Practice (ITP Roadmap) as well as the TEFE Index of Internationalisation Support Initiatives (TEFE Index). The output outlines an organisational development approach to internationalisation, equipping educators and student teachers with the knowledge and tools to integrate internationalisation. This resource informs the development and implementation of the ITP initiative within the TEFE Consortium and beyond.
Open Access
Output 2: Figure O2.4. The TEFE conceptual model: nurturing the growth of employability competences for internationalisation
(2023) Desconocido
Figure O2.4, 'The TEFE Conceptual Model: Nurturing the Growth of Employability Competences for Internationalisation,' visually represents the evolution of three integral employability competences in the TEFE framework: Intercultural Communicative Competence (ICC), Professional Teacher Competence for Internationalisation (PTCI), and Global Civic Competence (GCC). The model highlights the dynamic interconnectedness of these competences, guiding individuals and institutions in competency development within English language education. Key features of the TEFE Conceptual Model include the interplay of competences, personalised entry based on prior experience, a spiralling growth trajectory, influencers of development, and the pivotal role of internationalisation. In summary, this model encapsulates TEFE's approach to holistic competence growth, acknowledging the uniqueness of each learner's journey and fostering teaching excellence.
Open Access
Output 2: Figure O2.5. The TEFE methodology
(2023) Desconocido
Figure O2.5, 'The TEFE Methodology,' visually encapsulates the methodology introduced in Output 2. It illustrates the interconnectedness of the TEFE project's four key outputs and underscores the significance of institutional commitment to internationalisation. The TEFE Methodology is designed to enhance graduate employability by equipping future English teachers with the skills necessary for international employment. It fosters experiential and reflective learning, focusing on human and social capital development, individual behaviours, and attributes.
Open Access
Output 3: Appendix 1. Classroom observation form for individual notes
(2023) Desconocido
The Classroom Observation Form, a critical tool for monitoring and assessing teaching interactions, is divided into four sections (A, B, C, and D). Each section focuses on a distinct aspect: A addresses classroom and social interaction norms, B explores hierarchy and power dynamics, C emphasizes effective communication, and D fosters self and cultural awareness. These key foci, guided by cultural theory, provide valuable insights into classroom dynamics, enabling observers to assess transferable skills and professional teacher knowledge. After observation, a reflection form is completed to encourage discussion and analysis. The form was refined and piloted during the project's Intensive Study Programmes, ensuring its effectiveness. See Appendix 1 for the final version of the observation criteria.
Open Access
Output 3: Classroom observation tool
(2023) Desconocido
The Classroom Observation Tool is a novel and specialised resource developed within the TEFE project. This tool offers a distinct approach to classroom observation, tailored to International Teaching Practice (ITP) contexts. The Classroom Observation Tool extends beyond conventional interactions, fostering reflection within and beyond the classroom. It prompts consideration of diverse interactional phenomena, including power dynamics and cultural identity. The Classroom Observation Tool aims to stimulate critical reflective teaching practices, effectively connecting classroom dynamics with the development of transferable employability skills. To achieve this, it draws upon cultural theory and focuses on four key dimensions: norms of classroom interaction, hierarchy and power, communication with various stakeholders, and managing the unexpected.
Open Access
Output 4. TEFE communications strategy and TEFE collaborative online international learning (COIL) platform
(2023) Desconocido
Output 4, TEFE's Communications Strategy and Collaborative Online International Learning (COIL) Platform, jointly developed by Jagiellonian University (Poland) and Public University of Navarra (Spain), are essential for TEFE project communication and collaboration. The Communications Strategy is the framework for effective project communication, promotion, and dissemination, ensuring widespread recognition and engagement. The TEFE COIL Platform serves as the project's digital interface, using tools like Teams and Moodle to facilitate dynamic project cycles. It hosts project resources, including the TEFE Framework and Toolkit, alongside forums, a participant community, and a Partner Zone. This platform promotes collaboration and interactive engagement, with three sections: 1) Social media channels (Facebook, Instagram, ResearchGate, YouTube); 2) Virtual platforms (Moodle, Office 365); and 3) the official TEFE website, offering a comprehensive digital ecosystem for project participants.
Open Access
Output 4: Publicity
(2023) Desconocido
The Output 4 Appendix, "Publicity," provides a concise summary of the TEFE project's promotional activities on TEFE Consortium universities' websites and social media accounts. This document, presented in a chart format, includes 23 items and contributions that complement the project's videos, newsletters, live streams, and student-generated social media posts. Each entry in the chart provides the release date, original title, hosting site, a brief description, and an active link. This resource serves as a reference for tracking and enhancing the project's promotional efforts.
Open Access
TEFE Glossary
(2023) Desconocido
The TEFE Glossary, developed over the three-year TEFE project through consultation and discussion of key ITP concepts, serves as a fundamental reference. Its primary objective is to provide accurate definitions and explanations, fostering a shared understanding of essential concepts related to international teaching practice (ITP) within the TEFE project. This resource plays an important role in harmonising terminology and promoting clarity, supporting the project's goals for ITP and employability competences.
Open Access
TEFE project fact sheet
(2023) Desconocido
A visual summary of the project's key information, activities, and achievements.
Open Access
TEFE project structure. Teachers of English for Future Europe (TEFE): EU mobility and employability project structure
(2023) Desconocido
A visual summary of the project's core intellectual outputs and delivery activities, including the division of project roles across the TEFE consortium.
Open Access
TEFE roadmap for the internationalisation of teaching practice
(2023) Desconocido
The TEFE Roadmap for the Internationalisation of Teaching Practice (TEFE Roadmap), is an integral part of Output 1 – TEFE Internationalisation of Teaching Practice. It is conceptualised as a strategic and practical resource tailored for teacher educators and higher education institutions. The roadmap facilitates the implementation of internationalisation as a continuous process, offering two distinct starting points: one for university and faculty management and administration, and the other for student teachers. While not every step may be necessary for every implementation, the roadmap ensures a convergence of perspectives from the institution's 'above' and the student teachers' 'below'. This resource is designed to guide the seamless integration of internationalisation into teacher education programmes.
Open Access
TEFE Types of internationalisation and students´ involvement
(2023) Desconocido
The figure 'TEFE Types of Internationalisation and Students' Involvement' complements the TEFE Index of Internationalisation Support Initiatives by illustrating the relationships between the three types of internationalisation and the involvement of students, emphasising the importance of underlying support initiatives. See also pp. 34-35 of the TEFE Final Publication.

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