Research on teacher education for language teachers

Author(s):

Elizabeth KleinhenzJennifer Wilkinson

Conference:

ECER 2009

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 04 D, Research on Programmes in Teacher Education

Paper Session

Time:

2009-09-28

16:00-17:30

Room:

NIG, HS 3A

Chair:

Geir Karlsen

Contribution

This paper presents the results of a nation wide investigation into the quality of teacher training for language teachers. The impetus for the study was concern in the Australian and international education communities about the quality of language teacher preparation in university teacher education courses. A review of the literature showed this to be an issue of major interest not only in Australia but also in European and Asian countries. The central research question of the study conducted in 2006-2007, was: ‘To what extent is the provision of initial teacher education and retraining opportunities producing skilled and knowledgeable language teachers?’ The related aims were: • To obtain a comprehensive national picture of teacher education and re-training opportunities for the preparation of primary and secondary languages teachers • To determine the extent to which existing provision of teacher education and re-training opportunities for primary and secondary languages teachers prepares them for their profession; and • To develop strategies to improve access to, and the quality of, preparation for primary and secondary languages teachers. The main issues of concern were identified on the basis of a literature review and collection and analysis of documents that included university course information and data on the supply of ‘qualified’ language teachers in government and independent schools. This information, together with the results of an initial survey of all teacher education faculties that offer language teacher training framed the development of a program of consultation with stakeholders in all Australian states and territories: The intended results of these activities, in accordance with the first and second aims of the study were to (a) to form a comprehensive national picture of teacher education and re-training opportunities for languages teachers, and (b) to determine the extent to which existing provision of language teachers’ education and re-training was preparing them for their profession. Case studies of four university courses for language teachers offered examples of good practice The criteria for their selection included provision of informed, innovative and accessible programs and the capacity to address and solve the problems commonly faced by many language teacher educators, as identified in the consultations. In accordance with the third aim of the study, the case studies identified strategies for improving access to, and the quality of language teacher training and re-training. These strategies were reflected in the recommendations for improvement provided in the final report of the study.

Method

The study was conducted in three phases: Phase 1 comprised a literature review, a survey of language teacher education courses and collection and analysis of relevant documents. In phase 2 a prepared discussion document and detailed interview schedules formed the basis for consultations with a range of stakeholders. Case studies of four ‘exemplary’ teacher education courses were then prepared. Drafts of the case studies were sent to relevant respondents before their inclusion in the final Report. Phase 3 of the study was the preparation of a full Report with recommendations for improvement. This comprised a statement of aims, the literature review and document analysis, main findings from information obtained from stakeholders, identification of the main issues in teacher education for languages teachers, options for strengthening the quality of teacher education courses, ‘mapping’ of teacher education course content and employer and registration authorities’ qualifications requirements; and twelve recommendations for improvement.

Expected Outcomes

Concerns raised by stakeholders were grounded in perceptions of the low value placed on languages and cultures in the Australian community, a problem seen as common to most English speaking countries. Courses were found to be under funded, staffing inconsistent, and the balance between research and teaching weighted so much towards teaching that the findings from new research rarely found their way into courses. There were also serious inadequacies in practicum arrangements, lack of communication opportunities between major stakeholders and lack of language specificity in teaching methodology courses. Particular reference was made to the place and usefulness of professional teaching standards in the accreditation of teacher education courses for language teachers. The chief outcome of the research was a report for the Department of Employment, Education, and Workplace Relations (DEEWR) which provided twelve recommendations. These recommendations are currently being addressed by the relevant authorities.

References

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Author Information

Elizabeth Kleinhenz

Australian Council for Educational Research

Melbourne

Jennifer Wilkinson

Australian Council for Educational Research, Australia

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