Preparing Newly Qualified Teachers in England to Teach Pupils Who Have English as an Additional Language

Autor/inn/en	Hall, Bernadette; Cajkler, Wasyl
Titel	Preparing Newly Qualified Teachers in England to Teach Pupils Who Have English as an Additional Language
Quelle	In: Journal of In-service Education, 34 (2008) 3, S.343-360 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-4587
Schlagwörter	Higher Education; English (Second Language); Second Language Learning; Foreign Countries; Teacher Education; Beginning Teachers; Teacher Attitudes; Interviews; Surveys; Literacy Education; Student Evaluation; Language Skills; Placement; Public Agencies; Beginning Teacher Induction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Lehrerverhalten; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Schulnote; Studentische Bewertung; Language skill; Sprachkompetenz; Betriebspraktikum; Praktikum; Öffentliche Einrichtung
Abstract	The present study explores the perspectives of newly qualified teachers (NQTs) in England entering the profession in 2005 and 2006 about their training and induction to meet the needs of pupils with English as an additional language (EAL). Findings from a survey and from interviews revealed that the greatest concerns of NQTs related to the teaching of literacy and the assessment of EAL pupils' language skills. Perspectives on initial teacher training offered by English higher education institutions were mixed, with greatest importance given to the quality of school placements offered by training providers. Collaborative support was reported to be available in the induction year, by the third term of which confidence levels had risen. NQTs had found ways to develop their skills in teaching and assessing pupils with EAL. Nevertheless, while encouraging, the reported levels were not yet such that either teachers or the Training and Development Agency for Schools, the body responsible for teacher training in England, could feel satisfied with this aspect of teacher development. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10