Professional Documents
Culture Documents
FRAMEWORK 2009/2010
JOMITE GROUP
This framework is a result of the JoCiTE project. This project has been funded with support from
the European Commission. This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information
contained therein.
P ARTNERS
This framework is mainly the result of the EU funded JoCiTE project.
Part of this framework, especially the chapters about, competences, reflection and
practice, are based on the results of another EU funded project: SPriTE. Above
partners are also member of The SPriTE project. Furthermore, the following partners
participated in SPriTE:
Partners ....................................................................................................................................................................... i
Content ...................................................................................................................................................................... ii
1 Introduction....................................................................................................................................................... 1
2 Key-Competences .............................................................................................................................................. 4
8 Research .......................................................................................................................................................... 31
9 Reflection ........................................................................................................................................................ 34
10 Practice ............................................................................................................................................................ 35
W H Y J O M I TE?
Europe hosts many different and interesting cultures. Within these cultures education
plays an important role to teach our learners about the importance of the own
culture, but also about the importance of living together with other cultures in the
European Communion. Teachers play a crucial role in how our learners learn to value
their own culture and how they learn to value and live with other cultures (cultural
sensitivity). Teachers need to be prepared for this role.
Europe is not only rich in culture, but also in pedagogical approaches. Educational
systems, teaching methods and pedagogical thinking differ between countries and
cultures. Teachers can learn a lot from these differences, adopt what they think would
improve their teaching, sustain and strengthen what they think they do well already.
Furthermore we see the possibilities for teachers to work in other countries. Because
they do like that, because they are needed there because of their mother tongue or
maybe because just there is no job in their home country but there is in another
European country.
These reasons show us it is important to educate teachers with a broader scope then
their own region. This is reflected in the Green Paper on Teacher Education in Europe
(Buchberger et al., 2000). Paper stresses that the EU should support curriculum
projects within teacher education and the mobility of teacher education staff and
students. Future teachers should learn about cultural diversity, speaking different
languages, working in different cultures and situations so they can teach our learners
about the richness of Europe. We think it is necessary to educate student teachers in
different cultures and different educational settings. Therefore we developed a Joint
Curriculum in Teacher Education on Master level.
T H E J O M I TE P E R S P EC T I V E
Universities throughout Europe started the JoMiTE initiative, to establish a joint
master in teacher education. The partners (teacher education institutions and schools
that are hosts for student teachers) who support this initiative find it important that
student teachers will do part of their teaching practice and teacher education course
in other countries. We expect this will increase the cultural awareness of students,
improve their social and cultural competences and increase their knowledge about
different pedagogies and educational methods.
To make this possible, the JoMiTE initiative aims for the following:
1
• A 60 ECTS course in Teacher Education (secondary education) on Academic
2
Master level with a focus on research based education;
1
To make a distinction with professional masters, mostly offered by universities of
applied sciences.
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• for students who already have obtained, or will obtain also knowledge about
their subject on Master level;
• whereas the student teacher has practice experience and university courses in
all three countries;
The curriculum as described in this framework will make such a perspective possible.
THE M AST E R L EV E L
The JoMiTE curriculum is on (academic) master level. In 2005, the ministers for
education in Europe agreed upon the Framework for Qualifications of the European
3
Higher Education . In that framework the master level is referred to as the second
cycle which describes clearly the level of thinking, learning and working on master
4 5
level which was based upon the Joint Quality Initiative (see also the Tuning project )
It shows that master level does not require necessarily a bachelor on before hand in
the same field. It might, however, require a bachelor in any degree to be able to reach
the master level of thinking.
6
In the Bologna process , the master level is referred to as the second cycle of higher
7
education (this is level 7 in the European Qualifications Network ). The descriptors for
this level are:
2
Research based refers to the fact that student teachers should be able to make use
of existing research literature, but also to use research based approaches in the
development of their education.
3
http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf
4
http://www.jointquality.nl. This project was funded by the EU. Also called: Dublin
descriptors
5
http://unideusto.org/tuning/. This initiative consists of several EU funded projects.
6
See http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ for a description.
7
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm
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- can apply their knowledge and understanding, and problem solving abilities in
new or unfamiliar environments within broader (or multidisciplinary) contexts
related to their field of study;
- have the ability to integrate knowledge and handle complexity, and formulate
judgements with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their
knowledge and judgements;
- have the learning skills to allow them to continue to study in a manner that
may be largely self-directed or autonomous.”
The document makes also a clear distinction between bachelor (first cycle) and master
degree (see the document itself).
Above descriptors are used by describing the JoMiTE learning objectives. It means that
the course level, and especially the way how the courses are assessed, should fit to
the qualifications.
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2 K EY -C OMPETENCES
Often competences can be divided in knowledge, skills and wider competences. The
key-competences as described below do not describe competences in all these details,
but describe on a higher level the competences of a teacher. These key-competences
are elaborated in the learning objectives in the block descriptions (see chapter @). The
key-competences are used as a guideline for developing the joint program as a whole
and to have a common understanding between the partners what kind of teacher we
want to educate.
8
http://ec.europa.eu/education/com392_en.pdf
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On a secondary education level, the teacher must also be an expert in his/her field.
9
Subject content and methodological competence consist of knowledge of a subject
as well as evidence based knowledge how it is taught. With subject content and
methodological competence the teacher masters the contents of his/her discipline, is
able to establish learning objectives emerging from them and is willing and able to
plan, conduct and evaluate teaching and studying through the teacher’s pedagogical
thinking. With this competence the teacher is able to introduce the scientific way of
thinking in the subject field.
The JoMiTE initiative promotes understanding of cultures within Europe. The teacher
has knowledge about different cultures and educational systems and is able to adept
his teaching to other cultural contexts. Accordingly, with intercultural competence the
teacher is aware of the global context of education and is willing and able to help
pupils acquire democratic social values, distinctive national traditions, European
cultural values and global human values. The teacher is able to reckon with peculiarity
of multicultural learning environment and anticipate different situations.
9
Subject content is however not part of this joint curriculum. The master level in the
subject should be achieved before or besides this joint curriculum in teacher
education.
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3 B ASIC STRUCTURE OF THE CURRICULUM
O V ER A LL ST R U CT U R E
The JoMiTE curriculum is 60 ECTS in total (one fulltime study year). The curriculum is
divided in four blocks of 15 ECTS each. Each block has a specific theme, according to
the roles of teachers, and is offered in a fixed period. Within each role there are
learning objectives formulated. On base of these roles and learning objectives,
institutions are free to develop their own program within each block.
• Teacher as Coach: The teacher as coach organizes and facilitates a safe and
motivating learning environment and promotes learning taking account of
personal and cultural differences of learners based on psychological insights.
• Teacher as Researcher: The teacher is the bridge between the scientific field
of his subject and the learner and is able to introduce learners into research
approaches. He identifies critical situation in his class or school, analyzes the
core of this situation, with reference to research literature, and presents the
results and evidence based recommendations to colleagues and other
stakeholders. He is a critical consumer of relevant research literature.
The reflection part is especially focussing on the learning process of the student and
on the relation between theory (institute) and practice (school).The block Teacher as
instructor is an entrance block for all three other blocks. The other three blocks can be
done independently from each other.
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Each block is offered in a fixed period. This period needs, however, to be interpreted
with flexibility as they might vary according to local conditions. These periods are
(roughly):
S T R U CT U R E O F A B LO C K
Each block has a structure consisting of seven elements: cultural course, general
courses, subject didactics, practice, research, reflection and an elective part. Local
universities have freedom to fill in these courses as they want and can even combine
courses. However, the requirements of each blocks, as described in detail in the next
chapter, should be achieved. We especially stress on integration of theory and
practice: what is done during practice should be used somehow during the activities at
the institution and what is done at the institution should be reflected somehow during
the activities in the school.
General courses are dealing with general questions, like learning theories, that are
broader than one subject only. General courses have a minimum of 2 ECTS in the
blocks “teacher as instructor”, “teacher as coach” and “teacher as developer”, but no
minimal requirements for the block “teacher as researcher”.
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Research can be courses about, as well as activities, related to research methodology
of educational sciences, but can also refer to (small) research tasks, like observations,
interviews with learners or evaluation tasks. It covers 2 ECTS as a minimum in each
block, except for the block “teacher as researcher” where the minimum is 4 ECTS.
Reflection is the activity where student teachers reflect on their learning and personal
and professional development, especially with regard to the relation between theory
and practice. It is 1 ECTS for each block.
Practice means the activities in the school. Teaching activities are always part of this
element, but there can be other activities as well. Each block has a minimum of 4 ECTS
practice.
Elective is not elective for the students, but elective for the institution that offers a
block. Institutions are free to define what learning objective is covered in what course
element. They are also free to divide credits (ECTS) over different elements, with
regard to certain minima per element and regard to the fact that the whole block
should cover 15 ECTS. It is possible that institution A offers in a certain block a 5 ECTS
subject didactics course and a 2 ECTS general course, whereas another institution B
offers in a similar block a 2 ECTS subject didactics course and a 5 ECTS general course,
as long as they both cover the learning objectives within that block. It is also possible
to use it for more practice.
E N T R AN CER EQ UI R E ME N T S
Students who want to subscribe for the JoMiTE program should have:
• English language skills on B2 level. Each university will take care of the
assessment of their own student teachers before sending them abroad and
we trust each other’s choice. Students will be encouraged to take a crash
course in the hosting country language.
• The student teacher proves that he is motivated for the JoMiTE program (to
be considered by the local university).
A S S ES S M EN T
Every local university itself is responsible for assessing and grading of a visiting student
teacher, following their normal assessment procedures. To transform the grades from
10
one country to another, we make use of the toolkit as developed by Karran (2005) .
10
Karran, T. (2005). Pan-European Grading Scales: Lessons from National Systems and
the ECTS. In: Higher Education in Europe, 30, 1, pp 5-22
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The student who fails for an assessment (when he/she is abroad), will get a second
chance (if necessary: on distance)
When the student fails a second time, the home university rules will apply in case of
two failures. The home university will take care of that situation.
In some situations some universities give only a pass or failure. That is not always
accepted in the home university in a way that it is fair to the student. Therefore, a
university that gives a “pass” will accompany that pass by a letter stating that the
student fulfilled course requirements in a sufficient (E), satisfactory (D), good (C), very
good (B) or excellent (A) way, to the home university.
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4 B LOCK AND ROLE DESCRIPTIONS
B LO CK “I N ST R U CT O R ”
Role description The teacher as instructor is leads a group of
learners, teaches those learners the subject on
their level and activates their learning.
Timing September & October. However, this block is covered at the home university. It might
be carried out on a different moment in a previous year.
I.10 Ability to learn from practice and to discover the own strengths
and weaknesses.
Remarks This block might also be offered in the bachelor phase, as long as the entrance
requirements are achieved. This block is an entrance requirement for the other three
blocks.
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B LO CK “C O A C H ”
Role description The teacher as coach organizes and facilitates a safe
and motivating learning environment and promotes
learning taking account of personal and cultural
differences of learners based on psychological
insights.
C.7. ability to guide students to find out their learning strategies and
strengths and to develop these strategies.
11
Int.1.-3. are similar for the coach, developer and researcher block as they are
related to the cultural course which depends if the student teacher follows this block
in his home country or a foreign country.
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C.9. ability to make explicit their view on the pedagogical approach
and on their understanding of the contribution of the subject for
the wider future development of the learner.
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B LO CK “D E V E LO P E R ”
Role description The teacher as developer develops and evaluates
learning environments in the broadest sense with regard
to personal and cultural differences between learners.
D.7. ability to make explicit their view on the way how the subject
should be taught in specific contexts.
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B LO CK “R E S E AR C HE R ”
Role description The teacher is the bridge between the scientific field of his
subject and the learner and is able to introduce learners
into research approaches. He identifies critical situation in
his class or school, analyzes the core of this situation, with
reference to research literature, and presents the results
and evidence based recommendations to colleagues and
other stakeholders. He is a critical consumer of relevant
research literature.
R.2. ability to make explicit their view on the role of research in their
profession.
R.5. ability to identify and analyze trends in society that influence the
processes in school and to write down recommendations on
class and school level how to react on these trends.
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situation using appropriate methods and techniques to collect
data, to find appropriate scientific articles and to provide
recommendations.
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5 C OURSE DESCRIPTIONS
I N T E R C U LT UR A L
COURSE
See below for the objectives for the Intercultural (background) course
Objective
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6 S UBJECT D IDACTICS COURSES
In this section, the learning objectives that are applicable for Subject Didactics are given. These objectives fit to the overall curriculum and are a specification within the
total overview for the specific subject didactic courses.
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Learning objective Modern foreign languages Mathematics Science
I.2. Knowledge of the national • Curriculum national (and local • Knowledge about the national Curriculum:
curriculum, especially in his own schools) mathematics curriculum
• lesson planning
subject.
• CEFR
• local curriculum including
different methods
• introduction to learning
materials
• understanding learning
outcomes, distinct from teaching
goals
• Nature of science
• Scientific literacy
I.6. ability to write and conduct a • Introduction to approaches to • How to prepare a mathematics • Ability to write a science lesson
lesson plan on base of existing planning, implementation and
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Learning objective Modern foreign languages Mathematics Science
I.7. ability to teach the subject on a • Introduction to dealing with • Understanding that learners do
learners’ level to activate the diversity in the foreign language not always understand
learners’ thinking and learning. classroom (differentiation and mathematics.
inclusion; individualising;
• How to deal in mathematics with
facilitation).
different levels in education (a 12
• Using the target language as yr old is not a 16 yr old)
classroom language at an
• Realizing what the complexity is
appropriate level.
in math class.
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Learning objective Modern foreign languages Mathematics Science
modern teacher education • Learners have different cultural • Additional support for learning
ideas about mathematics (“ethno
• Classroom management and • advanced methodology
mathematics”).
interaction.
• Create an inspiring learning
• How to differentiate in
• Cooperative & Collaborative environment
mathematics lessons?
learning
• Behavior for learning
• classroom discourse
Goals:
Assessment:
• Metacognitive reflection
C.2. knowledge of learning difficulties • Teaching 5 skills and formal Specific mathematic learning • Misconceptions and learning
of learners in the subject. aspects of the language with challenges: difficulties
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Learning objective Modern foreign languages Mathematics Science
• lesson series
• HIdden curriculum
C.3. Knowledge of special needs of • Responding to diversity in the • How to deal with learners with
learners. foreign language classroom (for special needs? (Dyscalculia,
example, gifted children, mixed Dyslexia, Talented learners,
abilities, learning styles, multiple ADHD)
intelligences).
C.6. ability to motivate learners to learn • Promoting learner autonomy • How to motivate learners to
the subject using evidence based through a systematic approach learn mathematics?
methodologies. to language (for example, raising
• “Bring” evidence to student
self-awareness, developing study
teachers (articles, video,
skills, promoting critical
observations, interviews)
thinking/reading, compensating
strategies).
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Learning objective Modern foreign languages Mathematics Science
C.9. ability to make explicit their view • Promoting the awareness of the
on the pedagogical approach and importance of learning
on their understanding of the languages.
contribution of the subject for the
• Analysing and evaluating
wider future development of the
different methods & approaches
learner.
and applying them appropriately
in multiple contexts to enhance
language learning.
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Learning objective Modern foreign languages Mathematics Science
D.2. knowledge of advanced teaching • Becoming familiar with current Elaborated methodologies: Curriculum:
evidence based methodologies. research on subject didactics.
• Cooperative learning • choosing methods and
• Critical selection of developing innovative/creative
• Using technology (computer,
methodologies and development own material
graphic calculator, interactive
of rationale.
whiteboard, databases) for • Sequence planning for longer
learning mathematics periods (years, school period)
Theory:
D.4. ability to develop learning • Develop tasks and strategies to • Knowledge of several different
environments in the subject taking benefit from diversity. methods of teaching
into account personal and cultural mathematics
• Critical reflection on the ELP and
differences between learners.
• Being able to deal with the
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Learning objective Modern foreign languages Mathematics Science
D.6. ability to assess learning activities • Evaluate own materials, projects, • Ability to assess • As (metacognition), for
of learners. teaching sequences, etc. based (formative/summative) the (formative) and of (summative)
on sound didactic principles learners’ mathematical learning
knowledge and skills.
• Understand the underlying
principles of valid and fair
assessment and how to apply
them.
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Learning objective Modern foreign languages Mathematics Science
Theory:
• Methodology in science
education research (e.g. case
study and ethnographic
appraoches to research)
Science education:
• open projects
• investigations
• integration of science
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Learning objective Modern foreign languages Mathematics Science
• presentation
• communication
• debates
R.2. ability to make explicit their view • Evaluate current research in the Professional development:
on the role of research in their field of subject didactics for their
• research on own work
profession. personal and professional
development. • Reflection: I and we reciprocity
and action research
• professional networks
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Learning objective Modern foreign languages Mathematics Science
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7 G ENERAL COURSES
General courses refer to courses that are applicable for student teachers from
different subjects at the same time. Example of such courses are Psychology courses,
Pedagogy courses and Research courses. The latter are described in the section
Research. The other general courses are described below.
The distinction used in this document between general courses and subject didactics
might be different than in some institutions is common. For example, in some
institutions learning theories are taught within subject didactics. That is also possible
within the JoMiTE curriculum. The description in this section and in the section Subject
Didactics are just for clarity and communication. Universities are free to use other
distinctions as long as they reach the learning objectives.
The learning objectives that are applicable for General courses are listed below.
Teacher as instructor I.1. knowledge of basic educational • basic teaching and assessment methods
sciences and basic subject
• the use of instructional materials and
didactics.
technology
• communication theory
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Teacher as coach C.3. Knowledge of special needs of
learners.
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theories and methods for • learning theories, learning strategies,
developing learning learning techniques, learning styles
environments. • Characteristics of powerful learning
environments
• Cognitive psychology and learning
theories
• Evaluation, assessment and quality
assurance
• Social cognition theories/skills as part
of the communication, working with
colleagues/parents/society
• Creativity theorie and skills.
• Differentation (for inclusion)
• Curriculum design theories
• Implementation strategies
• School development and educational
change
• Learning about effect of society on
education (relation society and own
curriculum)
D.5. ability to apply teaching Needs to be prepared. See D.4.
methodologies and approaches.
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8 R ESEARCH
Research is an important part of the whole program and is even the main topic in the
Teacher as Researcher block. There is a division of specific research elements over the
blocks , that is described below. The research elements are observation, inventory,
evaluation and analysis, including communicating the results of the analysis. The aim is
that the students are able to do research on their own.
Teacher as instructor As this is the entrance block before all other blocks, this is the phase where students
learn about the nature of research in social sciences (with a special focus on education
12
and/or their specific subject didactics field ) and how to adopt a critical orientation to
it as a consumer of its outcomes. This implies knowledge of a range of basic
methodologies and initial skills so to apply them in a school context.
In practical terms students learn basic skills of observation and how to make a
distinction between facts and opinions. Especially learners’ responses on teaching
(behaviour or representations) or basic didactic skills are good topics for assignments
in this block, as they cover the block’s theme.
Teacher as developer The roles of a teacher as a developer and a researcher are intertwined (didactic
intervention and/or small scale research project).
The student has to design a learning task or a didactic intervention based on existing
research literature to promote specific curricular goals and to plan how to implement
it and critically evaluate its outcomes in relation to what was formerly known about
the phenomenon in focus. Didactic intervention is presented as a written document
and commented on by mentors and peers.
Teacher as researcher The main goal of this activity is to ensure that students are ready for further research
oriented studies in education. The students plan, conduct and report a small-scale
research project, and present it, for discussion and grading, to an appropriate
audience, typically their peer group. The students learn to report on the findings from
their research activity and to draw conclusions and present recommendations based
on it. They apply their understanding of educational research and knowledge on
research methods. The focus is on communicating the findings through the
conventions of educational sciences.
12
Can also be covered in subject didactics courses
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Objectives Comments
Introduction in
Qualitative/quantitative approach
Introduction in:
• Questionnaires
• Interviews
• Observations
• Document analysis
Discourse analysis
Ethics in research
Teacher as researcher R.2. ability to make explicit their view on To both, the subject and teacher
the role of research in their profession.
profession.
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colleagues.
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9 R EFLECTION
Objectives Comments
Teacher as researcher
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10 P RACTICE
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Teacher as researcher Inter.3. Ability to act upon educational realities in
different countries.
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Annex 1. P EOPLE INVOLVED IN WRITING THIS FRAMEWORK
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Kalle Juuti University of Helsinki
Kálmán Liptai Eszterhazy Karoly Foiskola
Kari Sormunen University of Joensuu
Karmen Trasberg University of Tartu
Karolina Marková Charles University Prague
Katalin Nagyne EKF training school
Katalin Nagyné Fóris EKF training school
Katerina Vaneckova Charles University Prague
Katja Schröder University of Regensburg
Kerli Luik University of Tartu
Krisztina Szoke Eszterhazy Karoly Foiskola
Lajos Kis-Toth Eszterhazy Karoly Foiskola
Lourdes Figueiras Universitat Autonoma de Barcelona
Louwarnoud van der Duim University of Groningen
Magdolna Keller Eszterhazy Karoly Foiskola
Mária Dávid Eszterhazy Karoly Foiskola
Maria Nagy Eszterhazy Karoly Foiskola
Màrius Martínez Muñoz Universitat Autonoma de Barcelona
Marjon Tammenga University of Groningen
Martha Witterholt University of Groningen
Melinda Dooly Universitat Autonoma de Barcelona
Mequè Edo Basté Universitat Autonoma de Barcelona
Mervi Holopainen Joensuun Normaalikoulu
Miia Rannikmäe University of Tartu
Miquel Mas Sala Institut déducacio secundaria Sabadell
Mozes Mihaly Eszterhazy Karoly Foiskola
Nada Stehlikova Charles University Prague
Olahne Teglas Ilona Eszterhazy Karoly Foiskola
Olli vesterinen University of Helsinki
Pat McLaughlin University of Edinburgh
Petr Chalupsky Charles University Prague
Piret Kärtner University of Tartu
Piret Luik University of Tartu
Pirkko Pollari University of Joensuu
Radka Wildova Charles University Prague
Rafael Merino Pareja Universitat Autonoma de Barcelona
Raija Kangaspunta Joensuun Normaalikoulu
Raili Hilden University of Helsinki
Regina Mulder University of Regensburg
Richard Easton University of Edinburgh
Rita Utassy Eszterhazy Karoly Foiskola
Ritva Kantelinen University of Joensuu
S. Kraus University of Regensburg
Sabine Buresch University of Regensburg
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Sabine Buresch University of Regensburg
Sean Doyle University of Edinburgh
Susanne Zieglmeier University of Regensburg
Tasko Tunde Eszterhazy Karoly Foiskola
Tiiu kadajas University of Tartu
Tom MacIntyre University of Edinburgh
Tunde Tasko Eszterhazy Karoly Foiskola
Varga Estefanne Eszterhazy Karoly Foiskola
Varga Magdolna Eszterhazy Karoly Foiskola
Zita Mako Eszterhazy Karoly Foiskola
Zoltán Murányi Eszterhazy Karoly Foiskola
Zoltanne Pelbart Eszterhazy Karoly Foiskola
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