A Competence-Based Pathway to Internationalised Teaching Practice: Insights from the TEFE and TEFE A+ Initiatives

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dc.contributor.authorProšková, Alena
dc.contributor.authorLohrová, Helena
dc.contributor.editorMišterová, Ilona
dc.contributor.editorTihelková, Alice
dc.date.accessioned2026-05-12T10:14:37Z
dc.date.available2026-05-12T10:14:37Z
dc.date.issued2026
dc.description.abstract-translatedPreparing future English teachers increasingly requires approaches that move beyond national borders and respond to the multilingual and multicultural realities of today’s classrooms. This article presents the Erasmus+ initiatives teachers of English for Future Europe (TEFE) and TEFE A+ as a structured, competence-based approach to internationalising teaching practice in initial English teacher education. Building on the TEFE Framework for the Internationalisation of Teaching Practice and Employability (2023), internationalisation is conceptualised not merely as mobility but as a curriculum--embedded pedagogical process linking Internationalisation at Home, hybrid collaboration through Blended Intensive Programmes, and extended teaching internships abroad. The article explains how this staged pathway is supported through descriptor-based self-assessment, structured classroom observation, mentoring dialogue, and collaborative reflection, targeting three interconnected competence domains: Intercultural Communicative Competence (ICC), Professional Teacher Competence for Internationalisation (PTCI), and Global Civic Competence (GCC). Drawing on selected examples from project implementation and exploratory evidence from mentors and pupils, the paper illustrates how international teaching practice can strengthen language and cultural awareness, support professional identity formation, and contribute to sustainable collaboration between universities and schools.en
dc.description.sponsorshipThis article draws on work conducted within the Erasmus+ projects Teachers of English for Future Europe (TEFE) (2020–2023) and TEFE A+ (2023–2026), co-funded by the European Union. No additional funding was received specifically for the preparation of this manuscript. The views expressed are those of the authors and do not necessarily reflect the official position of the European Union.en
dc.format20 s.cs
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.24132/ZCU.PROFILINGUA.2025.95-114
dc.identifier.isbn978-80-261-1366-9
dc.identifier.urihttp://hdl.handle.net/11025/68023
dc.language.isoenen
dc.publisherZápadočeská univerzita v Plznics
dc.rights© Západočeská univerzita v Plznics
dc.rights.accessopenAccessen
dc.subjectinternacionalizace vzdělávání učitelůcs
dc.subjectinternacionalizovaná pedagogická praxecs
dc.subjectvzdělávání založené na kompetencíchcs
dc.subjectinterkulturní komunikativní kompetencecs
dc.subjectpočáteční vzdělávání učitelůcs
dc.subjectTEFEcs
dc.subject.translatedinternationalisation of teacher educationen
dc.subject.translatedinternationalised teaching practiceen
dc.subject.translatedcompetence-based educationen
dc.subject.translatedintercultural communicative competenceen
dc.subject.translatedinitial teacher educationen
dc.subject.translatedTEFEen
dc.titleA Competence-Based Pathway to Internationalised Teaching Practice: Insights from the TEFE and TEFE A+ Initiativesen
dc.typekonferenční příspěvekcs
dc.typeconferenceObjecten
dc.type.statusPeer revieweden
local.files.count2*
local.files.size558684*
local.has.filesyes*

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