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Early professional development and languages teaching in primary schools: case studies of teachers trained on an employment-based route

journal contribution
posted on 2023-06-08, 19:50 authored by Manuela Thomae, Vivienne Griffiths
This article describes an Escalate-funded research project, which investigated the professional development of new primary teachers, trained on employment-based routes, in teaching modern foreign languages (MFL). Five universities in England providing the Graduate Teacher Programme (GTP) participated in our study. An online questionnaire assessed provision of training in modern foreign languages, and new teachers’ knowledge and experience (n=210). Follow up interviews were carried out with 12 respondents and in-depth case studies were conducted in four primary schools. We found a basic proficiency in foreign languages (usually French) and generally low teaching confidence. The GTP training was evaluated favourably by almost all trainees, although the languages input, one day at most, was considered insufficient. The case studies revealed that some school environments are supportive of modern foreign languages teaching and provide language-rich environments. This enabled GTP-trained teachers to develop their professional expertise further. However, schools without a language-rich environment could inhibit this development. We conclude with some recommendations, especially relevant at a time when a new employment-based route, School Direct, is being introduced to take the place of the Graduate Teacher Programme.

Funding

Work-based learning; Higher Education Academy/ESCalate

History

Publication status

  • Published

Journal

Teacher Education Advancement Network Journal

ISSN

2054-5266

Publisher

Teacher Education Advancement Network, University of Cumbria

Issue

2

Volume

5

Page range

69-85

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Contributors

Sally Dudley

Legacy Posted Date

2015-01-28

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