Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers' Complementary Skills Provide a Winning Combination?

Autor/inn/en	Rowe, Jan; Herrera, Maria; Hughes, Bernie; Cawley, Michael
Titel	Capacity Building for Primary Languages through Initial Teacher Education: Could Specialist and Non-Specialist Student Teachers' Complementary Skills Provide a Winning Combination?
Quelle	In: Language Learning Journal, 40 (2012) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2011.605904
Schlagwörter	Preservice Teacher Education; Student Teachers; Foreign Countries; Specialists; Modern Languages; Capacity Building; Labor Force Development; Second Language Learning; Second Language Instruction; Role of Education; Futures (of Society); Elementary School Teachers; Professional Continuing Education; Graduate Study; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Gegenwartssprache; Arbeitskräftebestand; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsauftrag; Future; Society; Zukunft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsfeldbezogener Unterricht; Weiterbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	There has been much debate about the development of a suitably qualified workforce to deliver the objectives of the Key Stage 2 language learning entitlement in England. The model of a skilled primary languages subject leader, working in collaboration with enthusiastic generalist class teachers is emerging as a consistent preference. Relatively little research and discussion has centred on the role of initial teacher education in developing this model amongst future newly qualified teachers. This study investigates the impact of primary modern languages (PML) provision as a compulsory element of primary postgraduate teacher training in a university in the northwest of England. Data are drawn from specialist linguists hoping to become subject leaders and from non-specialists aiming to contribute to PML provision as part of their teaching repertoire. Key findings demonstrate the positive impact of this provision. The enthusiasm, complementary skills and symbiotic development needs of these two groups of student teachers, suggest an important role for initial teacher education in supporting the future success of primary languages and identify the need for targeted continuing professional development if the initial gains are to be sustained and enhanced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10