Opportunities for Professional Learning Dialogue Generated by Cross-phase Collaboration in Languages Between Primary and Secondary Initial Teacher Education Students

Schafer, Isabelle (2018) Opportunities for Professional Learning Dialogue Generated by Cross-phase Collaboration in Languages Between Primary and Secondary Initial Teacher Education Students. Education 3-13 International Journal of Primary, Elementary and Early Years Education, 46 (3). pp. 291-306. ISSN 0300-4279 Online: 1475-7575

Text (peer-reviewed article) Opportunities for professional learning dialogue generated by cross phase collaboration in languages between primary and secondary initial teacher.pdf - Published Version Restricted to Repository staff only Download (1MB) | Request a copy

Abstract

School partnerships to manage transition between primary and secondary settings are well developed. However, studies show that some aspects of transition in Modern Languages leave much to be desired, as mentioned in a recently published report on KS3 provision ([Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years]), even if the
importance of a seamless continuum to manage change effectively isclearly emphasised by policy makers and advocated by research.
Addressing transition issues entails considering a myriad of parameters.Government policy and ‘good practice’ cannot be implemented withoutconsideration for school characteristics and teachers’ professional
circumstances and areas of expertise. The focus of this article lies onuncovering opportunities for professional learning offered by cross-phase
collaboration between primary and secondary students on initial teachertraining programmes. Students took part in a small-scale project and theywere challenged to work collaboratively and to co-plan and co-teach a lesson to primary school pupils. The project investigated outcomes of collaboration for professional learning. Data, both quantitative and qualitative, were collected through questionnaires. Results showed the impact of collaboration on students’ self-awareness and awareness of their colleagues’ areas of developing expertise as well as implications for professional practice.

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