Four intensive training events – Short Term Joint Staff training events – were organized by the DysTEFL2 partners in all the project partner countries. Through the training events, the updated DysTEFL2 course was provided to 69 EFL teachers and teacher trainers who expressed keen interest in participating in these events. These intensive staff training programmes lasted five days each and covered all 10 units of the course. This meant two or three 120-minute workshop sessions per day and additional sessions planned for assessment and feedback. Also, participants were asked to prepare a number of pre-course and while-course assignments. In addition to group training sessions, participants were expected to spent some time on self-study. The organisers also offered course participants opportunities for more informal discussions (digesting the course content outside the classroom, consulting other teachers and trainers, sharing their thoughts), for instance social events such as sightseeing or school visits. These intensive DysTEFL2 face-to-face courses considerably contributed to the project’s objectives in that they allowed us to train EFL teachers and teacher trainers and enhance their competence – skills and knowledge relating to teaching a foreign language to students with dyslexia.
The documents we compiled for this stage of the project involved: 1) guidelines (method and process) for conducting the learning activities and designing feedback forms, specifying in detail the sequence of steps to be taken by all project partners in order to achieve the objectives of this stage, 2) a template for a trainee’s single unit self-study feedback questionnaire, 3) a template for a trainee’s whole course self-study/Moodle feedback questionnaire, 4) a template for a trainee’s intensive face-to-face teacher training course questionnaire, and 5) a template for a trainer’s intensive face-to-face teacher training course questionnaire.
The report on feedback from course trainers and participants on the course structure and materials, learning outcomes, testing and validating procedures, and certification contains data gathered form the feedback questionnaires. The report provides an executive summary, background, objectives, research method and process, followed by the description of the research sample and research findings, divided into subsections concerning trainers’ and trainees’ feedback from different types of training events (face-to-face, online self-study and interactive distance learning). Conclusions and implications constitute the final part and are followed by the appendices.