Professional Training of Foreign Languages Teachers in Austria

Autor/in	Byndas, Olena
Titel	Professional Training of Foreign Languages Teachers in Austria
Quelle	In: Comparative Professional Pedagogy, 4 (2014) 2, S.76-83 (8 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2308-4081
DOI	10.2478/rpp-2014-0023
Schlagwörter	Teacher Education; Language Teachers; Second Language Learning; Second Language Instruction; Foreign Countries; Higher Education; Vocational Education; English (Second Language); German; Manufacturing; International Trade; Translation; Teacher Qualifications; Service Occupations; Institutional Characteristics; Austria + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Herstellung; Trade; International relations; Handel; Internationale Beziehungen; Lehrqualifikation; Dienstleistungsberuf; Österreich
Abstract	The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers' professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students' choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01