Session Information
10 SES 02 B, Research on Programmes and Pedagogical Approaches in Teacher Education: International Exchange Programs
Paper Session
Contribution
The major challenge to the widespread expansion of teaching languages in England and across mainland Europe is the lack of appropriately qualified teachers (Cable et al, 2009, LACE, 2007, COM 449, 2003). In order to develop capability in the workforce, and increase the number of teachers and subject leaders who could teach languages, The Teacher Training Agency and the French Ministère de l’Education Nationale funded a small pilot where 61 trainee teachers undertook an assessed 4 week teaching placement in the partner country. The pilot was a success and trainee numbers have increased; currently 1000 trainees every year exchange with their counterparts in France, Germany, Spain and Italy. Research has shown that the placement abroad enhances students’ cultural, linguistic and professional skills as well as their values and beliefs about teaching and learning. The placement abroad thus influences their understanding of the identity and role of the teacher (Driscoll and Rowe, 2011).
Wade and Marshall (2009) found an increase in the number of trained class teachers teaching languages but little is known of how the bilateral exchange has influenced teachers’ attitudes and perceptions. The bilateral programme has been evaluated as high quality and noted as a significant development in cross country collaboration (Sweetman et al 2006, Ofsted, 2008). Canterbury Christ Church University was part of the original pilot in 2001 and has established one of the largest programmes in England for primary languages.
The aim of this paper is to present research findings about the sustainability of the benefits of the exchange once trainees are qualified and teaching in schools. The key research objectives are as follows:
1. to review the sustainable benefits of the bilateral placement on teachers’ cultural and linguistic benefits (if any)
2. to investigate teachers’ perceptions of the sustained impact (if any) on their professional beliefs and educational practice
3. to examine the factors that have hindered or helped in sustaining the development of the international dimension within their schools.
Method
Expected Outcomes
References
Byram, M. & Doyé, P. (1999) ‘Intercultural competence and foreign language learning in the primary school’, in Driscoll, P. & Frost, D. (Eds.) The Teaching Of Modern Foreign Languages in The Primary School, London: Routledge. Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T.. Earl, J., Eyres, I., Holmes, B. , Martin, C., Heins, B. (2010) Language Learning at Key Stage 2, A Longitudinal Study, Final Report DCSF- RR 198. Commission of the European Communities (2003) Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee and the Committee of the Regions, Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006. Brussels, 24.07.2003 COM (2003) 449 final Driscoll, P., and Rowe, J. (2011) Broadening the lens: an investigation of student teachers’ changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe. Education 3-13 International Journal of Primary, Elementary and Early Years Education. Routledge UK Huberman, M. and Miles, M. (1994) The Qualitative Researcher’s Companion. London. Sage Publications Languages and Cultures in Europe (LACE) (2007). The Intercultural Competences Developed in Compulsory Foreign Language Education in the European Union. http://www.lace2007.eu/docs/english.htm OFSTED (2008) Primary Languages in Initial Teacher Training: Manchester: Ofsted Reference no.070031 Sweetman, J. & associates, (2006) The Bilateral Common Reference Framework Evaluation of the Anglo-French Pilot Scheme 2005-6 Trainee Perceptions TDA 2006 Wade, P. and Marshall, H., with O’Donnell, S. (2009) Primary Modern Foreign Languages Longitudinal Survey of Implementation of National Entitlement to Language Learning at Key Stage 2. Research report No. RR127. London: DCSF.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.