- 12 January 2007
The current model of Initial Teacher Training is centrally focused on school experience where the underlying assumption is that effective practice is mainly developed through practice, that is practical teaching experience and that academic considerations are secondary. This paper will draw on recent substantial research into the role of theory in current ITT MFL programmes, in order to explore and chart the policy context for the move to M-Level PGCE MFL courses in the near future. The paper will also consider some of the implications of M-Level accreditation of PGCE in terms of course content and assessment, as well as the relationship between school experience and HE provision. It will further consider some of the principles upon which a more theoretically-orientated course might be conceived.
Jill Llewellyn Williams - 12 January 2005
Undergraduate language programmes that lead to qualified teacher status may be an interesting, alternative route into teaching, especially for students who do not match the typical profile. Such students, who tend to be older and to have interesting work and life experiences, are a valuable addition to our languages classrooms
- 28 November 2002
This entry gives detail of the Post-graduate Certificate of Education in Modern Foreign Languages in Britain.The number and names of leading institutions is listed. The context for the PGCE is given in relation to the main organisation and quality assurance of teacher training courses. The content of the PGCE is described together with a rationale in terms of the National Currciculum for MFLs in Britain. Reference is made to the Standards against which trainees are trained and assessed. Recent trends are set out along with possible future developments. The entry ends with a list of salient documents and publications. Web based sites are listed and details of research into MFLs teacher education.
