Effective ITT / ITE
Curriculum and programme development
Papers & recommended reading | Editorial reviews | Task for traineesExploring the language teacher's
mind – helping student teachers see below the surface (pdf
document)
Gray, C. (2004) Language Learning Journal, 29, pg 23-31
With the advent of alternative routes into teaching such as School Centred ITT (SCITT) and the Graduate Teacher Programme (GTP), the traditional HEI-based PGCE route has competition. This has stimulated the author to review unique aspects of the role of the HEI in initial teacher education, and to provide in this paper very detailed, practical examples of how this role might be put into practice by close collaboration with the student teacher's classroom practice. Having assisted the student teacher to accrue a sufficient knowledge base from literature and experienced colleagues, the author concludes the HEI tutor is uniquely placed to assist the training teacher in its application – fundamentally this is the making of informed decisions when presented with options thrown up by the unfurling of events and interaction of personalities in the classroom.
What, when, how and why?
Theory and foreign language teaching (pdf document)
Lawes, S. (2003) Language Learning Journal, 28, pp 22-28
The main argument of this article is that theoretical knowledge is essential to the MFL teacher, and the development of this knowledge must have firm roots in the ITT period. The author suggests that contemporary 'technical' approaches to teacher education have precluded theory altogether in favour of insufficient reflection on practice. At worst, this reflection is uninformed by any theoretical principles and is based solely around competence-based standards; at best, theory has been somehow embedded in the practice which is been thought about, but is unlikely to offer a route to further development as the source is variously unknown or unacknowledged. It is essential to the emerging autonomous professional that the relationship between the person, the experience and the supporting theory is reciprocal and explicit. In the conclusion, the author points out that there is enough tension between the classroom-competence approach, and her own research findings that student teachers ARE interested in theory, to necessitate a complete reappraisal of how teachers are trained.
Anything to declare? Language
portfolios on degree and institution-wide language programmes
(pdf document)
Byrne, N. (2002) Language Learning Journal, 25, pp 71-72
The author has been part of teams developing student foreign language portfolios in order better to equip them to compete in the employment market through being able to demonstrate their language skills in the same way as their other disciplinary skills, (specifically art and design).
Constructing and maintaining developmental portfolios, for example in second MFL enhancement or ICT skills, has become a key feature of ITT in preparing our student teachers for obtaining that first post and coping with the demands of CPD and Performance Management requirements beyond that.
The article is proposed as an example of good practice, for giving practical
advice on content, preparation and format, and moreover for being based
on a sound rationale for the promotion of language skills.
Trends in modern foreign
language initial teacher education – the role of higher education
(pdf document)
Lawes, S. (2002) Language Learning Journal, 25, pp 40-45
This article seeks to argue the case for a more theoretically-based preparation for teaching. A clear distinction is made between the terms 'training' and 'education'; the author argues it is not sufficient to be the reflective classroom 'technician' – the transformation of subjective experience into informed practice requires critical faculties autonomously honed to a professional level by further reference to educational theory. The constitution of the relevant theoretical base is identified in the article. Contemporary arguments to separate ITT from an HEI base, or to more effectively converge the two areas of school and HEI are explored, and dismissed in favour of a 'dual' approach which gives equal prominence to theory and practice. In support of this stance, evidence is drawn on which compares student teacher perceptions of their experience on a PGCE MFL course and a dual certification PGCE/Maîtrise Français Langue Etrangère programme.
