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A successful recipe? Aspects of the initial training of secondary teachers of foreign languages
Author(s) -
PEARSON SUE,
CHAMBERS GARY
Publication year - 2005
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.0268-2141.2005.00374.x
Subject(s) - certificate , pedagogy , theme (computing) , scale (ratio) , foreign language , psychology , training (meteorology) , certificate in education , medical education , mathematics education , political science , higher education , medicine , education policy , computer science , physics , algorithm , quantum mechanics , meteorology , law , education , operating system
An earlier study (Pearson, 2005) raised concerns about the adequacy of the current Postgraduate Certificate in Education (PGCE) courses in relation to inclusive education and suggested some relevant questions for training providers (and students). In this article, Sue Pearson and Gary Chambers report on a small‐scale study involving a group of prospective teachers of foreign languages in secondary schools that sought to address two of those questions. Is there a coherent theme related to SEN/disability throughout the PGCE year involving all parties? If so, what is the balance between procedural/technical knowledge and attitudes and values? The research was intended both to inform practice at Leeds University and to contribute to the wider debate about developing inclusive education within teacher training.