Online-supported distance education for further training of teachers of German as a second language
Germany , 2005 to Ongoing
Compendium: Information and Communication Technology (ICT)
Background
June 2005 – November 2007 (end of implementation). The programme is being continued.
The training for teachers of “integration courses” comprises 32 curricular building blocks in 4 modules on subjects like migration, intercultural learning, German as a 2nd language, didactics, language for special target groups. The further training is based on the ICT learning platform, self-study materials and several one-day attendance sessions.
There are two different versions of the further training course, depending on the teacher’s experience/qualifications. Participants get to know each other at the attendance sessions and are introduced to the learning platform. All are tutored and have to work through the learning platform.
The motivation of the initiative
Participation in teacher training is mandatory for all teachers in integration courses without a university degree in second- or foreign-language acquisition and teaching. The motivation for doing this via ICT-based distance education was to make the training more flexible and adaptable to individual needs while minimising travelling costs and increasing the general ICT competences of the teachers involved.
Participants
- the Association of Adult Learning Centres.
All of these in Rhineland-Palatinate.
Aims and targets
Objectives of the initiative
The objective of the initiative is to train teachers to give “integration courses” for migrants as specified in the 2005 Immigration Act.
Target group
The target group consists of teachers of German as a second language most of whom are already teaching in “integration courses” funded by the Federal Agency for Migration and Refugees. Many are women with a migration background themselves.
Methods applied to reach the objective (technological and/or pedagogical)
FIF uses the Moodle platform for achieving its objective. Moodle offers virtual “classrooms” in which participants find learning activities and materials. FIF uses the following: fora, wikis, surveys for exchange of information and cooperation, activities and feedback for processing and reflection. Pedagogically the Moodle platform is supplemented by a monthly attendance session where ideas and learning points can be discussed.
Strategy and actions
Level of implementation
National/regional: primarily Rhineland-Palatinate but also other parts of Germany
Implementation
To ensure implementation, efforts were made to have the “FIF online-supported distance education for further training of teachers of German as a second language” accredited by the Federal Agency for Migration and Refugees during a period of intensive guidance and quality control. The end result offers teachers of German as a second language an ICT-based possibility to acquire the obligatory professional qualification. The initiative is listed on the webpage of the National Centre for Distance Education so that everyone can access information on it.
Monitoring and evaluation
Funding/Cost effectiveness
Budget
Approximately €150 000 in 2007.
Sustainability/Transferability
Outcomes/impacts
Achievements
Specific results
In 2007, 48 teachers of German as a second language successfully finished their further training. Another 70 are currently being trained.
Success factors
Lessons learnt
The most important lessons learned concern the major significance of tutoring. Participants’ motivation and contentment appear to depend to a high degree on the presence, competence and skills of the tutors. This is most notable amongst long-term teachers who are tired of training that does not really offer anything new. The platform itself was also found to be instrumental in bringing the group together. Continuously being in contact with each other and the tutor via the platform and meeting monthly appeared to be a very good combination. Another lesson learned refers to the enormous heterogeneity of the target group. ICT-based training is clearly the appropriate approach to tackle the diversity of learners’ needs, motivations and capacities.
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