Effective ITT / ITE
Subject enhancement
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Student teachers should be encouraged to perceive education as a discipline
based on a bedrock of constant principles, but whose operation requires
continuous shifts in thinking and changes in strategy; the objectives and
intentions will need to mutate in order to achieve core aims based on human
values.
Part of the operational challenge lies in recognising that subject knowledge is an area which needs at least maintenance in respect of MFL, and potentially requires enhancement or addition to keep abreast with developments in education or in career progression in relation to MFL or general teaching areas. Auditing, monitoring, review, evaluation and assessment of student teachers' subject knowledge, and provision for its enhancement should be an integral part of this process. The nature and demands of ITT / ITE programmes will more often than not require an autonomous approach by the student teacher to self-accessed MFL resources.
By engaging with the notion of subject enhancement, student teachers might both positively influence the format of future ITE programmes, and transfer the principles of the auditing, monitoring, review, evaluation and assessment processes to their own tutoring approach in order better to support their own pupils' autonomous modes of learning, thus contributing to a meaningful and continuous process of school improvement.
On the level of collegial interaction, the student teacher may be operating in a field of Continuing Professional Development (CPD) beyond the scope of the QTS (Q) standards.
Study of this topic has the potential to address aspects of the following QTS standards when principles are transferred to the student teacher's interaction with pupils:
| Professional attributes | |
| Personal professional development | Q7 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q12 |
| Subjects and curriculum |
Q14 |
| Literacy, numeracy and ICT |
Q17 |
| Professional skills | |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
Task for trainees
Group discussion
Discuss how you might address maintenance of your first taught language(s)
(FL1), and make further progress in your other taught language (FL2, if
applicable) on an INFORMAL basis now that you are a teacher.
What other subject knowledge apart from MFLs are you aware you will or may
need in order to teach in the UK system?
Observation focus
When starting your next school experience keep a Subject enhancement log
right from the start. Note in it, briefly:
Any INFORMAL opportunities you take to keep up or enhance your language(s),
such as reading a target language book, seeing a film - or just going to
the pub with a group who wish to converse only in the target language!
Any FORMAL opportunities you take to keep up or enhance your language(s),
such as enrolment on courses, registration at a resource centre.
Check your planning
Have you set aside time this week for a FORMAL language enhancement opportunity,
such as a night-class or e-learning tutorial?
OR
Have you set aside time this week for an INFORMAL language enhancement opportunity,
such as viewing of a target language film, or a Spanish conversation pub
night?
