Advanced Professional Competence of Language Teaching Through Global Collaboration
Advanced Professional Competence of Language Teaching Through Global Collaboration

Summary/Abstract: Due to the inevitable fast changes needed for improvement of pedagogical study process, under conditions lamenting for successful class management, by researching the contemporary trainee teacher problems and contradictions reigning in social and pedagogical developments, the article “Advanced Professional Competence of Language Teaching Through Global Collaboration” has been written. The study aim is to involve interested professionals and emerging teachers into dialogue for sharing pedagogically and psychologically urgent ideas, to construct a collaboration model for assessment of the advanced competences by the studying English as foreign language teachers for compulsory education schools in early 21st century, to stimulate professional, i.e., socio-pedagogical competence advancement as part of transformational leadership development by collaboration for civilisation based on sustainable development. Materials and Methods. The methodology and novelties of English as a foreign language (EFL) teaching should be focused on for advancement of the emerging English as a foreign language teacher professional competence by formal / informal studies. Global sources should be studied in pedagogy and pedagogical psychology. Discussion and Results. Educational innovation advancement due to global collaboration is challenged by Erasmus Intensive Programme “SoliTiFoLa.” The program SoliTiFoLa IP 2012 aims and working methods of SoliTiFoLa involve: knowing: the principles of content-based language learning /CLIL/ TiFoLa; knowing: the role of task-based activities and project work in content-based language learning; being able to: respond to feedback on their language output in English to make progress; give others feedback on their language output in English; respond to feedback on their grasp of content to make progress in English; give others feedback on their grasp of content in English; being more competent in: learning a language (English) from extended input and meaningful output; being more competent in: democratic leadership for supporting other students in learning a language from extended input and meaningful output; how to work in ICT environment (Moodle, etc.). Conclusion. Discussions on transformational leadership facilitate new values’ growth. Leadership traits’ stimulation advances the personality. Studying is a total of teaching and learning processes, a purposeful interaction between lecturers and students directed at transformational leadership advancement by purposeful and conscious activity of the trainee teachers. Synergy rewards both - students and teachers functioning together gain advanced competence and produce a result not independently obtainable.

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