SPACE network   Newsletter  June 2021
Dear SPACE members ,

I hope this little note finds you well!
Today I would like to talk about ‘going from bad or not so good to going better’.
We are all wrapping up our teaching for the semester (or have already done so) and are looking forward to a hopefully relaxing holiday. … and we really need and deserve it.
We are still facing uncertain times – it is still not clear if we can ‘go back to normal’ in the upcoming semester in autumn.
SPACE was running inspiring webinars and a very successful online conference sharing our good experiences but also our frustration and fears connected to the online learning environment.
I know that all of us need some peace and quiet to recover after more of a year of almost constant chaos and never-ending crisis management. How can we transfer this unusual and somewhat disturbing experience into a positive and fruitful one?
After my holidays (which are unfortunately not yet around the corner) I will sit down and put myself through a ‘tabula rasa’ experiment and analyse all my experiences made during these past months.
I will keep the online teaching methods that worked really well and think about the ones that did not work to find out why. Maybe these should be used in another setting or maybe they are not useful at all for my field. Which learning environment was fun for the students and should be kept for the sake of a joyful experience and good learning outcome – even if we go back to presence teaching.
Was my didactic good in avoiding fatigue and loneliness during the learning process or do I have to look for additional measures. Was I patient enough to allow for sufficient time in online group works and discussions? Did I ………
All these questions can help us to create new learning environments and processes combining the best features of presence and online learning and also give us the possibility to switch to either method if needed. It might be cumbersome in the beginning but I think it is worthwhile trying.
We are all dedicated teachers and do not want to work in a learning environment that leaves all parties involved frustrated. I hope we SPACE members will go on improving and sharing our experiences for the benefit of our students.
I wish you all a wonderful holiday and hope to meet you in autumn. In case you want to share your thoughts about your teaching with us, please, let us know and we will find a way to do so. See you soon!
Your Vice-President
Elke Kitzelmann
I also would like to provide a link for – have a look if you are interested:
Two interesting issues:
1°) MaTE
MaTE - Mapping Teaching Education is a strategic partnership European project (Erasmus+ KA2) between education providers and organizations involved in research innovation and education.
MaTE will:
  • Create a panorama of the obtaining training for Native Language Teachers in tertiary education and other professional training environments.
  • Outline how the teaching practice of Native Language Teachers is organized, monitored, mentored, and assessed
  • Map pedagogical innovation, technologies, and trends in teaching and learning languages.
  • Create instruments to keep Native Language Teachers up to date.
  • Recommend the best training model for Native Language Teachers.
  • Promote excellence in the training of Native Language Teachers.
  • Enable Higher Education Institutions to develop and reinforce and build more inclusive systems.
Who is MaTE for?
  • Academic staff in faculties of education. They will gain insight into different selection, teaching processes of NLTs (this group includes those responsible for the design of initial or continuing teacher training and those who will work with immigrant students and teach them the native language of the home country in mixed classrooms).
  • Present and future NLTs receiving training in HEIs or other initial and continuing teacher training providers. They will acquire skills and input that ensure they are up to the challenges offered by the new ever-changing dynamics in the native language classroom and their teaching career.
  • Local native language speakers and immigrant students learn the native language of the receiving country who have the right to and deserve a good quality learning environment in the native language class that helps them acquire linguistic skills, communication competencies in the native language, and personal development and growth in the community.
Always interesting to share but some might still not know  - a free self-assessment tool for all types of higher education institution. It allows you to assess an institution using a number of statements related to its entrepreneurial activities, including leadership, staffing and links with business.

Thanks for your attention,

Luc Broes 


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