This TTA Research and Development Award set out to explore the use of ICT by newly qualified teachers of modern languages. It aimed to investigate if and how schools capitalize on their newly qualified teachers’ existing knowledge and skills in ICT, acquired during their PGCE programme, whilst providing opportunities for further development as part of their induction entitlement.
The research consisted of a survey of all 30 NQTs from one training programme starting teaching in 2003, six case studies of teachers self-identifying ICT as an area of interest and development need, a document analysis of school contexts, and on-line and face to face interviews at two points in the induction year and at the start of the second year.
At the end of the training year all NQTs felt confident in their ICT skills in MFL teaching.
In the induction year newly qualified teachers advanced their ICT skills in schools where ICT enjoyed a high profile. In other circumstances NQTs continued to use ICT to support preparation for teaching but did not advance their skills, especially in work with pupils. Views about uses of ICT with pupils showed an under-appreciation of the potential for facilitating language learning compared with a high emphsis (possibly over-emphasis) on the potential for motivating pupils. This study illustrates the potential for professional development slowing or stalling completely as NQTs start work in school and is important for trainers, schools and training partnerships.
The report recommends that, together with adequate resourcing, the place of ICT in the school receives a high priority in early induction.
This work was supported by a TDA Research and Development Award. These awards were designed to contribute to the knowledge base in ITT and provide an opportunity for those new to ITT to collaborate with more experienced colleagues in research in areas relevant to their practice.
Keywords
ICT, MFL, Modern Foriegn Languages
Authors :
Diane Slaouti, (lead researcher & contact for enquiries) School of Education, University of Manchester
Other Contributor :
Dr Amanda Barton, School of Education, University of Manchester and Andy Brown, Accrington Moorhead High School
Publisher :
TDA April 2005
Article Id :
11387
Date Posted:
5/6/2005