dc.description.abstract | In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of
modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek
to answer the questions “In what different ways do student teachers of modern languages use the target
language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and
“In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in
their initial stages of teaching in relation to the use of the target language and what reasons do they give
for any changes they make?”. The issue arises because of the continuing gap between what initial teacher
education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is
evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the
practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued
to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small
group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of
their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year
of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in
terms of extending, modifying and discarding categories. The findings revealed that the NQTs used
considerably less target language during their NQT year and had changed their views on the target
language substantially since their PGDE year. They reported that they found it difficult to use L2 for
discipline, grammar teaching, explaining things and for social chat. At the same time there were huge
changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed
that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster
than previously thought. This situation seems to have many causes – influences from experienced
colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis
recommends that those involved in ITE and Career Long Professional Learning look particularly at the
two areas of situated learning and teacher cognition in relation to the use of the target language. It further
recommends collaborative research between teachers in schools and other agencies, such as Education
Scotland and local authority quality improvement officers, together with teacher educators to develop an
understanding of how to promote effective learning and teaching strategies in relation to the use of the
target language in class. | en |