- IV INTERNATIONAL CONFERENCE ON EDUCATION AND TECHNOLOGIES, Antalya, Türkiye, 27 - 28 Mayıs 2022, cilt.1, sa.1, ss.1
Teaching staff in European schools lack
experience with teaching in multilingual classes where there are immigrant
students. Initial and continuous teacher training are vital ways to prepare
teachers for teaching in multilingual setting, including through imparting
methodological competences, pedagogical content knowledge and experience. This
lack of preparation, when coupled with a diversity of levels of competences in
the native language of the classroom, makes it ever more challenging for Native
Language Teachers (NLT) to teach in an effective manner. In the context of
growing diversity in European classrooms, initial and continuing teacher
training can ensure that teaching staff have the skills to teach children who
don’t speak the language of schooling and may be
multilingual. The aim of this paper it to present the mapping activity of the
MATT (Mapping Teacher Education in Europe- 2019-1-TR01-KA203- 077116) Project which is funded by Turkish National
Agency and aimed to map the NLT curriculum and create instruments to keep NLTs
up to date and upskill them with the latest pedagogical innovations,
technologies and trends. A qualitative method and document analysis is used to
collect the data. The findings are a panorama of the obtaining training offer
for native language teachers (NLTs) in HE institutions and other professional
training providers especially those teaching the native language of the
receiving country as a second language for immigrant students and/or in
multilingual classrooms, how the teaching practice of NLTs is organized, monitored,
mentored and assessed in Norway, Finland, Sweden,
Denmark, and United Kingdom.