Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Professional development programmes for teachers moving from majority to minoritised language medium education : lessons from a comparative study

McPake, Joanna and McLeod, Wilson and O'Hanlon, Fiona and Fassetta, Giovanna and Wilson, Mona (2016) Professional development programmes for teachers moving from majority to minoritised language medium education : lessons from a comparative study. Language Policy. pp. 1-27. ISSN 1573-1863

[img]
Preview
Text (McPake-etal-LP2016-professional-development-programmes-for-teachers-moving)
McPake_etal_LP2016_professional_development_programmes_for_teachers_moving.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo

Download (530kB) | Preview

Abstract

Education through the medium of a minoritised language is widely regarded as a critical component of language revitalisation initiatives. Given the demographic and social position of many minoritised languages, however, it may not be easy to find teachers who are fluent and literate in the language, confident about using and teaching it, and prepared for the demands of working in classrooms where the language is the medium of instruction. This article presents findings from a comparative study of teacher education programmes adopted in Catalonia, the Basque Autonomous Community, Wales and New Zealand, to prepare teachers to teach through the media of Catalan, Basque, Welsh and Māori respectively. The research was conducted to inform new professional development initiatives in Scotland, designed to enable qualified teachers to transfer from English-medium to Gaelic-medium education. The findings have wider relevance for other contexts in which the recruitment, professional development and retention of teachers to work in minoritised language medium education represent a challenge.