Осмислення знань викладача українського університету про CEFR/CV: створення профілю викладача університету в локальному контексті

Abstract

The article reports on the preliminary findings regarding Ukrainian university teachers’ familiarity, knowledge and experience in the use of the CEFR/CV as well as teachers’ perceived training needs in order to master the documents. The data were collected via a structured questionnaire among 52 university teachers from Ukrainian universities. Descriptive statistics was used to interpret the data. The results indicated teachers’ high level of familiarity with the documents and their awareness of the significance of the CEFR/CV for promotion standard, equity and transparency in learning, teaching and assessment. Also, the university teachers claimed to use the CEFR/CV in various contexts: to develop syllabi, tests, exams, and teaching materials. The findings showed that the documents are also recognised as tools for developing students’ self-directed learning. However, the respondents of the study voiced the need for further professional training in every CEFR/CV-related area offered in the questionnaire. Moreover, the data reported some inconsistencies in responses, which might be the result that most teachers familiarised themselves with the document independently and only partially. These findings led the authors to the conclusion that a comprehensive course on the CEFR/CV conducted by experts in the field is necessary.