An investigation into the impact and effectiveness of beginning and early career primary teachers, trained on a work-based learning route, in the delivery of primary languages at Key Stage 2: final report
Griffiths, V., Thomae, M. and Tingey, C. 2011. An investigation into the impact and effectiveness of beginning and early career primary teachers, trained on a work-based learning route, in the delivery of primary languages at Key Stage 2: final report. London The Higher Education Academy Subject Centre for Education (ESCalate). https://doi.org/8673
|Authors||Griffiths, V., Thomae, M. and Tingey, C.|
Five universities providing the Graduate Teacher Programme (GTP) participated in this study of work-based learning, teacher education and primary languages. An online survey (N=210) assessed provision of training in primary languages, trainees’ and teachers’ foreign language proficiency and teaching confidence. 12 respondents were followed up with interviews to investigate their school environment and explore their language teaching experience. We also conducted four in-depth case studies in primary schools, including observations of language teaching and interviews with the GTP-trained teacher, the head teacher or deputy head and, if possible, the languages coordinator.
We found a generally basic proficiency in foreign languages, with the language most frequently spoken being French; this translated into low teaching confidence. The GTP training was evaluated very favourably by almost all trainees, although the languages input was only one day at most and this was considered insufficient. The interviews and case studies revealed that many school environments are supportive of primary languages teaching and provide language-rich environments. This enabled GTP-trained teachers to develop their interest and professional expertise further. However, schools where language teaching was not developed could inhibit this development. Recommendations to improve the programme include more opportunities to observe language teaching, improved communication between training providers and schools and more direct training in both contexts.
|Keywords||Work-based learning; teacher education; Graduate Teacher Programme; primary languages|
|Publisher||The Higher Education Academy Subject Centre for Education (ESCalate)|
|Place of publication||London|
|Digital Object Identifier (DOI)||https://doi.org/8673|
|18 Dec 2011|
|Publication process dates|
|Deposited||12 Jun 2012|
|Funder||The Higher Education Academy Subject Centre for Education (ESCalate)|
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