Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.
Abstract
The article explores the use of a classroom-based investigation at Masters level to support pre-service teachers (secondary English PGCE trainees) in focusing on the need for explicit teaching and assessment of speaking and listening skills. With reference to specific case studies, it explores how the module encourages trainees' use of Socratic Circles in incorporating an increased focus on dialogic talk and meta-cognitive approaches. It also considers the extent to which the module moves trainees from their early rudimentary practice to a much more sophisticated understanding and practice in relation to ensuring progression in pupils' learning and use of more constructivist and socio-constructivist approaches. [ABSTRACT FROM AUTHOR]
Reference
Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.English In Education, 48(1), 93-107. doi:10.1111/eie.12033
Journal
English in Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post Graduate Certification in Education (PGCE)
Preservice Sample Size
3
Duration of Data Collection
Data Sources
- Focus group discussions
- Specialist Subject Pedagogy (SSP) Proposal
- student reflections
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How does the use of classroom-based investigations support preservice teachers in applying explicit teaching and assessment of speaking and listening skills? p.93
Is this research question explicit from the manuscript? Combination
How does the module employed in this investigation encourage trainees' use of Socratic Circles in inforporating an increased focus on dialogic talk and metacognitive approaches? p.93
Is this research question explicit from the manuscript? Unknown
To what extent does the module move trainees from early rudimentary practice to a more sophisticated understanding and practice?
Is this research question explicit from the manuscript? Unknown