Abstract
Recent research shows an increase in the number of trained teachers teaching foreign
languages to learners aged 7–11 in English primary schools. Part of this increase stems
from a government-funded four-week teaching placement abroad as part of a languages
programme in initial teacher education (ITE). Student teachers’ cultural, linguistic and
professional skills improved during their training, but little is known about the long-term
effects on teachers once qualified. This small scale study draws on Byram’s framework
for developing intercultural competence and on Mezirow’s transformative learning
theory to investigate how the professional landscape within which teachers train impacts
on their socialisation into the profession. An online questionnaire was sent to 100
practitioners who had trained in one higher education institution with well-established
comparative teaching placements abroad. Following the analysis, we approached two
respondents to discuss the findings and explore the key themes in more depth. The
findings indicate that a short comparative professional experience in a foreign country
during initial training can lead to a perspective transformation which has a profound and
sustainable influence on teachers’ professional practice and their confidence as leaders.
Original language | English |
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Pages (from-to) | 307-320 |
Journal | The Language Learning Journal |
Volume | 42 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2 Sep 2014 |