Abstract
This article discusses the European Portfolio for Student Teachers of Languages (EPOSTL), which was recently developed by an international project group at the European Centre for Modern Languages (ECML) in Graz, Austria. It describes the history, aims and structural components of the portfolio emphasising the need for a reflective tool in initial language teacher education. In view of the rising importance of the concept of learner autonomy in the recent history of language learning and teaching, an instrument which fosters reflection on the part of the student teacher entering his or her teacher education programme seems to be indispensable. Consisting mainly of more than 190 can-do descriptors relating to the core didactic competences a teacher should strive to attain, the EPOSTL also appears to provide a valuable tool for self-assessment. Under the close guidance of the teacher educator the descriptors will form springboards for discussions and assist the student teacher to become aware of his or her beliefs about and attitudes towards teaching. Seeing a high value in the use of the EPOSTL for professional development, the authors still voice some criticism such as the lack of a system of reference or the sole focus on didactic competences.
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