Policy and Reform

Flexible curriculum 14 - 19

Linda Parker on optionality: the consequences for Modern Languages study in key stage 4

The seminar consists of 4 parts, this is part 4.

Go to: Part 1 ¦ Part 2 ¦ Part 3 ¦ Part 4

Part 4: Adding to the national research base via ITT MFL

Some guidance for setting up research-based inquiry by your trainees is given in this final part of the seminar.

WHY? 
The ITT MFL project values the development in our trainee cohorts of an inquiring and curious approach to teaching and learning; the notion of teacher as action researcher is seen as an important factor in initial teacher education.

ITT MFL wishes to host inquiry based in collaboration between HEI tutors, school-based Mentors and trainees, then attempt to disseminate the findings via these pages, and offer the data up to the national research base; thus can we better operate as a Modern Languages teaching and learning community, seeking to ensure a more democratic management of change via increased ownership of the processes.

Examples of such projects are published in the section Trainee research submissions below. The projects have potential for being valuable sources of data on the topic in their own right, as well as constituting working examples of how the mini-research project process might be undertaken.

Trainee research submissions:

Implementation and Implications of the Key Stage 2 Modern Languages Entitlement (pdf document)
Kathryn Dawson, Elizabeth Dye, Sally Leach, Lucile Rouget
University of Sheffield PGCE 2006-2007

WHAT?
HEI tutors and school-based Mentors are invited to collaborate with trainees, and submit research projects on any aspect linked to this interactive seminar topic of ‘optionality’. If you think you have such a project you would like publishing as part of this interactive seminar, please contact Sarah Joy. The ITT MFL editorial board reserves the right to make the decision to publish.

The HOW? section below can assist you in formulating your own lines of enquiry and research questions.
If you prefer, you can pursue issues raised, or questions constructed, by ITT MFL: to download a booklet suggesting avenues for your collaborative research prompted by the findings of the 2007 Language Trends secondary survey click here.

Reactions to these ideas and further suggestions for lines of enquiry from Norbert Pachler and Steven Fawkes are included in the pages of this booklet. Further reactions from other leading figures on the UK Languages stage have been invited, and the booklet will be extended accordingly.

HOW?
Inquiry Based Learning (IBL) offers you as initial teacher trainers a structured framework for initiating your trainees to the notion of research-informed practice. Download guidelines for using this instrument to complete this interactive seminar here: optionality IBL: three levels of stimulus

Further to the support offered by this framework, Jerry Wellington below briefly gives hints and tips on five key aspects of setting up, and working through, a collaborative mini-research enquiry. Head of Research Degrees and Professor of PGCE at the University of Sheffield, Jerry has an extensive knowledge of getting research projects up and running.