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Abstract In this article we introduce a practical self-assessment tool for primary English language teachers which can be used in pre-service as well as in in-service contexts. It consists of methodological descriptors that have been derived from a qualitative analysis of representative textbooks. Through the application of thematic coding, common approaches and techniques could be identified and systematically structured. With the help of scales underneath each descriptor primary teachers can rate their individual progress and reflect on their didactic strengths and weaknesses. We also discuss some considerations when implementing the framework regarding teacher education and curricular requirements, as well as some limitations.
Kemsies et al. (Tue,) studied this question.