Those
who can, teach? Issues and challenges in the recruitment, training and
retention of teachers of German in the United Kingdom
Recent news
coverage of schools having to suspend normal curriculum provision and send
pupils home temporarily as well as of teachers threatening industrial action
because of heavy cover loads has brought to the attention of the general public
what educationists have been painfully aware of for some time: the country is
suffering from a severe shortage of teachers. According to a report in the Times Educational Supplement, in this
the UK is not alone: “The four hotspots for teacher shortages are London, New
York, Rotterdam and Berlin” (Dean 2000). In his recent study, which draws on
1998 OECD data, Dutch journalist Robert Sikkes posits that the worldwide
problem is not only due to bad pay and low status, but the ageing profile of
the profession.[1]
Table 1:
Teacher workforce in percentage of age group – Secondary (Source: Dean 2000)
|
40-49 |
50+ |
Total 40+ |
Shortage |
Austria |
35 |
11 |
46 |
none |
England |
43 |
17 |
60 |
big |
USA |
42 |
23 |
65 |
big |
New Zealand |
41 |
26 |
67 |
moderate |
France |
39 |
26 |
64 |
none |
Netherlands |
42 |
27 |
69 |
big |
Belgium |
40 |
33 |
73 |
moderate |
Germany |
49 |
34 |
83 |
none |
On the
basis of an examination of the demographic structure of London’s teaching force
the Institute for Policy Studies in Education at the University of North London
has been looking at career patterns of teachers in London and the motivations
that underlie them (see Ross et al. 2001). The results are sobering. The
research found that the proportion of London teachers in their 30s began to
fall in the mid 1980s and is still falling.
The result
is that, in London, there are now two distinct populations of teachers. Forty
per cent are under 35 and most of these intend to stop teaching in London
within the next five years. Fifty per cent are over 40, and most of these will
stay teaching in London until they retire in their mid- or late-50s. This
mixture of young transient teachers – who are either temporary visitors from
overseas, or young teachers who spend a few years at the beginning of their
career in the capital – and long-term London teachers – who know the local
community and its needs well – worked well while the two elements were in
balance. But now the balance has gone. The group of older, long-term London
teachers is rapidly declining in size as retirement takes its toll, and London
schools are having to try to recruit an ever-larger number of newly qualified
teachers to make up the shortfall. But … it is becoming increasingly difficult
to find enough young teachers to replace those who move on. (Ross et al. 2001: 8)
As far as
foreign languages (FLs) are concerned, one of the reasons for it becoming
increasingly difficult to find enough young teachers to replace those leaving
the profession is due to fewer young people taking up FL study at post-16 and
subsequently as a substantial part of their study at degree level. There is
currently a requirement for applicants to a Post Graduate Certificate in
Education (PGCE) course in FLs to have spent at least 50% of their degree study
– or equivalent – on the language they intend to teach. The trend away from
joint and single honours degrees towards combinations such as Biology or Law
with a FL and Institution-wide Language Programmes (IWLPs) means that an ever
decreasing number of undergraduates confidently meet this requirement. There
have also been substantial changes to undergraduate degree courses away from
the study of the target language and grammar towards culture and area studies
(see e.g. Reeves 2000 or Coleman 1999). Also, the introduction of fees and an
increased scrutiny by the higher education Quality Assurance Agency (QAA) of
the year abroad is in danger of leading to fewer and fewer undergraduates on
FLs courses spending a sustained period of residence in a country where the
target language is spoken. This is, however, often a pre-requisite for
acceptance onto a FLs teacher education programme. Ultimately, it means fewer
graduates are coming through into FLs initial teacher education. Noticeably
also, those who do come through have been taught FLs by way of some variant of
Communicative Language Teaching (CLT). This, in turn, tends to mean that –
whilst often showing a wide range of desirable attributes – their strengths are
less frequently in the areas of language understanding and knowledge of grammar
than was the case in the past. These characteristics are, nevertheless,
arguably very important prerequisites for effective FLs teaching (For a more
detailed analysis of these trends, see e.g. Pachler et al. 1999 and Field and
Lawes 1999.)
Table 2
shows the worryingly low number of students taking A levels in French, German
and Spanish, which – after all – constitute the bedrock on which UK-based FLs
teacher supply has traditionally built.
Table 2:
Number and results of GCE A level candidates in French, German, Spanish and
Italian (16, 17 and 18 year olds)
|
French |
German |
Spanish |
Italian |
1992-93 |
25,215 |
9,548 |
3,767 |
429 |
1993-94 |
24,169 |
9,531 |
3,640 |
425 |
1994-95 |
22,909 |
9,218 |
3,595 |
443 |
1995-96 |
22,805 |
9,358 |
4,114 |
511 |
1996-97 |
21,326 |
8,970 |
4,318 |
548 |
1997-98 |
19,629 |
8,903 |
4,499 |
556 |
1998-99 |
17,775 |
8,527 |
4,640 |
556 |
Source: HEFCE 1999
These
figures have to be read in the context of the very encouraging recent trend in
uptake of FLs at 11-16 (see Table 3). The perceived lack of usefulness of FLs,
pupils’ dissatisfaction with their FL learning experiences and, importantly,
the considerable difference in the demands at A level compared with those at
GCSE appear to be leading young people to opt out of FL study at the earliest
opportunity (see Pachler 1999 and Fisher 2001).
Table 3:
Number of GCSE candidates in French, German and Spanish
|
French |
German |
Spanish |
Year 1988 1989 1990 1991 1992 1993 1994 1995 1997 1998 |
Number of candidates 269,033 256,737 280,890 304,587 322,653 319,642 328,306 350,027 Number graded (A*-U) 335,997 337,577 |
Number of candidates 76,320 80,456 84,306 91,277 101,388 108,398 118,985 129,386 Number graded (A*-U) 134,604 131,286 |
Number of candidates 19,125 21,091 24,870 27,406 29,468 32,145 36,335 40,366 Number graded (A*-U) 43,468 47,406 |
(Source: SCAA; http://www.qca.org.uk/gcse-results/)
In the
current climate of pragmatism and utilitarianism as well as given the
market-driven nature of the UK education system, in which studying and
qualifications have become a commodity, young people can increasingly be seen
to be choosing their subjects post-16 very carefully indeed in order to
maximise the likelihood of their desired outcome, and often at the same time as
carrying out paid employment in order to be able to sustain their study.
In such a
climate the fact that FL study is perceived to be difficult and potentially
yielding comparatively low examination results – which are, after all, the
pre-requisite to gaining a place at the desired university – as well as the
fact that teaching not only requires four years of undergraduate study
(including a year abroad) as well as a further, very intense fifth year of post-graduate
study leading to a comparatively badly paid job frequently characterised by
challenging pupil behaviour, limited status and restricted scope for
professionalism can all be seen to be putting off a large number of young,
capable people from choosing a career in (FL) teaching.
Evidence
for the hypothesis that pragmatism is increasingly outweighing a sense of
vocation can, for example, be found in recent research funded by the Economic
and Social Research Council (ESRC) and carried out by colleagues at the
University of Leeds (see Edwards 1999) which suggests that the widely-held
belief that most teachers enter the profession through a sense of vocation is a
myth. According to the study, conducted among some 500 History and Science
teachers, the vast majority of teachers have no long-term ambition to work in
education. The report suggests that, rather than planning their job paths,
people found that the job grew on them and that it had characteristics they
hadn’t expected. Other, pragmatic, reasons include people following their
partners to different parts of the country. Worryingly, the research also found
that the recent government recruitment campaign ‘Nobody forgets a good teacher’
had been “misguided as most of the interviewees did not actually consider any
of their own teachers particularly memorable” (Edwards 1999).
On 7 March
2001 the then Department for Education and Employment (DfEE) issued a press
release in which the government proudly announced that teacher training
applications for England and Wales were “up again” (DfEE 2001a). In particular,
figures form the Graduate Teacher Training Registry (GTTR) appeared to show a
19% increase. Unsurprisingly, the Secretary of State for Education of the day,
David Blunkett, welcomed the news and interpreted the figures as evidence that
his government’s policies, such as better pay for teachers and financial
incentives to train, were encouraging more people to apply to join the
profession. In particular, the press release noted, applications for shortage
subjects had seen large increases with FLs being up 7 per cent. The press
release also noted that there would also be some additional FL teachers
entering the profession through the Fast Track route, the Graduate Teacher
Programme (GTP), which provides on the job training, and the new Open
University course. However, at the time of writing no precise figures are
available. In any event, the numbers involved in the first year, i.e. 2001-02,
are likely to be rather small.
However, a
closer look at the GTTR application statistics, updated once a month at http://www.gttr.ac.uk/appstats/
shows a different and highly disturbing picture as far as applications for
German are concerned. For 7 March 2001 the figures show that, compared with the
same time the previous year, there is a shortfall of 20.3% of applications for
German; and the figures for March are not the worst for the current year!
Whilst for French the March statistics show no change, for Spanish they record
an astounding increase of 60.2% with the net effect in terms of actual numbers
of applicants that there are now more people applying to become teachers of
Spanish as a FL than there are for German. Tables 4-6 show that, whilst the exact
percentage figures vary from month to month, the trend towards Spanish seems
sustained. As a consequence, German is in danger of losing its status as second
FL behind French.
Table 4:
Numbers of applications for German February – August 2001
Language: German |
2001 |
2000 |
|
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
Change % + or – |
February 7 |
24 |
73 |
97 |
22 |
105 |
127 |
|
March 7 |
29 |
93 |
122 |
28 |
125 |
153 |
–20.3 |
April 4 |
35 |
126 |
161 |
32 |
156 |
188 |
–14.4 |
May 2 |
45 |
149 |
194 |
45 |
182 |
227 |
–14.5 |
June 6 |
56 |
181 |
237 |
52 |
216 |
268 |
–11.6 |
July 4 |
65 |
201 |
266 |
56 |
236 |
292 |
–8.9 |
August 1 |
72 |
218 |
290 |
70 |
271 |
341 |
–15 |
Table 5:
Numbers of applications for Spanish February – August 2001
Language: Spanish |
2001 |
2000 |
|
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
Change % + or – |
February 7 |
27 |
71 |
98 |
5 |
55 |
60 |
|
March 7 |
39 |
102 |
141 |
13 |
75 |
88 |
60.2 |
April 4 |
52 |
140 |
192 |
21 |
86 |
107 |
79.4 |
May 2 |
58 |
164 |
222 |
24 |
107 |
131 |
69.5 |
June 6 |
65 |
188 |
253 |
39 |
133 |
172 |
47.1 |
July 4 |
70 |
218 |
288 |
42 |
152 |
194 |
48.5 |
August 1 |
80 |
244 |
324 |
51 |
192 |
243 |
33.3 |
Table 6: Numbers of applications for French
February – August 2001
Language: French |
2001 |
2000 |
|
||||
|
Male |
Female |
Total |
Male |
Female |
Total |
Change % + or – |
February 7 |
64 |
265 |
329 |
70 |
299 |
369 |
– 10.8 |
March 7 |
97 |
369 |
466 |
89 |
377 |
466 |
0 |
April 4 |
139 |
500 |
639 |
117 |
454 |
571 |
11.9 |
May 2 |
168 |
611 |
779 |
144 |
552 |
696 |
11.9 |
June 6 |
196 |
711 |
907 |
176 |
678 |
854 |
6.2 |
July 4 |
228 |
822 |
1050 |
197 |
776 |
973 |
7.9 |
August 1 |
251 |
892 |
1143 |
245 |
935 |
1180 |
– 3.1 |
It is
important to note that these figures say nothing about the quality of
applications, which are scrutinised locally by admissions tutors. If a recent
report in The Guardian from the
annual conference of the Association of Teachers and Lecturers (ATL) is
anything to go by, the signs are not encouraging. In his article, Will Woodward
(2001b) quotes a school manager who expects a very difficult recruitment time
later in the year:
I am not
entering this phase full of optimism. It’s a tight market and adverts bring
very little. There’s very little of quality as well. Many of the teachers that
have come forward are of extremely poor quality.
The figures
also say nothing about how many applicants will be invited for interview, how
many will be offered a place and nothing about the actual number of applicants
taking up offers made. Applications have to become offers, offers to be turned
into acceptances and places to be taken up. The hope amongst training providers
is that the recent introduction of training salaries of £10,000 for FLs
beginner-teachers will help applicants who have been offered a place decide to
actually take it up. At the Institute of Education, for example, prior to the
introduction of the training salary as many as 30% of applicants offered a
place on the Secondary Partnership PGCE in Modern Foreign Languages did not
take up the place offered to them. This represents a considerable wastage of
time and effort on the part of all those involved in the selection and
interviewing process.
There is,
however, the danger that the training salary will entice some people to apply
for a career in teaching, who do not necessarily show the requisite dispositions.
Experience of the first year of the training salary suggests, though, that such
fears were, by-and-large, unfounded. Nevertheless, whilst admissions tutors
need to be flexible and prepared to take certain ‘calculated risks’, i.e. give
suitable candidates a chance who do not necessarily meet the traditional entry
requirements and profile, they need to guard against succumbing to potential
pressures brought to bear on them of meeting their institution’s income targets
at the cost of taking on unsuitable candidates. Financial penalties for
under-recruitment and overambitious intake targets might, in certain instances,
lead to unsuitable applicants being allowed onto training courses. In the
absence of any research in this field, one has to rely on anecdotal evidence
which strongly suggests that admissions tutors are very aware that it is
neither in their short- nor long-term interest to risk taking on unsuitable
candidates. In the short term unsuitable candidates tend to cause an inordinate
amount of extra work and in the long term they tend to jeopardise partnership
arrangements with (established) placement schools.
Whilst it
is not entirely clear how exactly applicants are allocated to the various
language categories by the GTTR because many FL applicants offer more than one
teaching language, it seems likely that the first language of applicants is
used. If this is indeed the case the chances are that there is a considerable
number of candidates offering a first FL other than German, in particular French,
who might also be able to offer some subsidiary German.
The
increase in the number of applicants for Spanish is undoubtedly excellent news
for Hispanists, but it is rather worrying for those interested in the future of
German as a FL in the UK. Many secondary schools will hopefully continue to
offer a diversified FLs curriculum rather than ‘play safe’ and offer only
French, because it is easier to find teachers with at least some level of
French. Unfortunately, there is growing anecdotal evidence which suggests that
head teachers increasingly make use of the option offered by the 1999 National
Curriculum Orders, to disapply those students in Key Stage 4 from FL study:
·
who
make significantly less progress than their peers: they are able to study fewer
National Curriculum subjects in order
to consolidate their learning across the curriculum;
·
who
have particular strengths and talents: they are allowed to emphasise a
particular curriculum area by exchanging a statutory subject for a further
course in that curriculum area; or
·
for
whom wider work-related learning is deemed desirable than is possible alongside
the full statutory requirements: they are able to carry out extended periods of
work experience etc.
Sometimes
the decision to disapply pupils appears to be made in view of staffing
difficulties; on other occasions it can be made to enable more able learners to
get better grades in other subjects in order to improve a school’s league table
standing. Given the (perceived) difficulty inherent in FL learning in general
and in the study of German in particular, it can only be hoped that school
managers and heads of department take account of the fact that the spirit of
the original National Curriculum
Orders, which first entitled students to the study of FLs between ages
11 and 16, is upheld in the 1999 Orders and that disapplication will involve
only a very small number of students. Shirley Lawes (2000: 18) is not very
hopeful:
The real
irony is that in recent years there has been considerable emphasis placed on
making modern languages more accessible to the full range of learners at Key
Stage 4. Some commentators have argued that in so doing, mfl learning has lost
some of its intellectual challenge and become more of a skill-based, functional
activity. GCSE has undergone changes to reflect the functional emphasis and to
enable more learners to aspire to examination success. Now, it is arguable that
the very learners whose needs the Key Stage 4 curriculum has striven to meet,
may no longer be there. Will Curriculum 2000 succeed in inspiring the rest?
The
positive trend in applications for Spanish make its introduction alongside / in
addition to French, and sadly often instead of German, an attractive option for
those school managers and heads of department struggling to keep German on the
curriculum but interested in maintaining a diversified FLs curriculum. For
reasons I examine in detail elsewhere (see Pachler and Field 2001: 1-9) a
diversified FLs provision is rightly seen by many FLs teachers as much preferable
to a narrow curriculum of one compulsory language. The fact that Spanish is
perceived by many pupils to be the easiest FL of French, German and Spanish,
particularly in the early stages (see e.g. Kenning 1993), and that Spain is a
popular holiday destination, provide useful extrinsic motivation for pupils.
Any the decision to introduce a new language does, however, require careful
planning: parents’ views need to be canvassed, suitably qualified staff need to
be appointed, i.e. FL teachers with the relevant language combinations,
relevant course books and resources need to be purchased, schemes of work need
to be written etc.
Whilst it
goes beyond the scope of this paper to analyse and speculate about the reasons
for the considerable increase in GTTR applications for Spanish in 2000-01, the
question as to where these applicants are to be trained is, nevertheless, a
pertinent one. The current statutory requirements governing initial teacher
education, DfEE Circular 4/98 (see DfEE 1998), require beginner-teachers to
spend at least two-thirds of their 36 week long course in school and on
classroom-related tasks. There is, however, currently only a finite number of
schools with enough Spanish on the curriculum to accommodate the actual number
of candidates with Spanish applying to become FLs teachers. It is, therefore,
likely that not all eligible applicants for Spanish can be accommodated by
providers due to lack of suitable placement schools and the constraints of
Circular 4/98 and that the increase the DfEE press release of 7 March
celebrates remains academic.
On 2 May
2001, for example, the TES Jobs online
[2]
featured adverts for 324 posts requiring some level of
German. On the one hand this demand is good news for beginner-teachers and
potential applicants for teacher education with German, the difficulty evidently
experienced by schools in recruiting suitably qualified staff to teach German
might, however, well accelerate the move away from German.
The upgrading
of subsidiary FL skills can be seen to be one of the most likely strategies to ensure the sustainability of
a diversified FLs curriculum in secondary schools in general as well as a
future for German as a FL in particular. A coherent strategy supported by
all relevant stakeholders as well as government agencies is urgently required.
Those beginner-teachers who need it must be given enough time and space each
week of their training to follow a coherent programme of language study. However,
they and their providers find themselves under an inordinate amount of pressure
to implement a highly prescriptive and bureaucratic curriculum for initial
teacher education, which does not allow sufficient flexibility to cater for
the individual linguistic or, for that matter, other needs of beginner-teachers.
At the Institute of Education beginner-teachers are currently able to follow
a subsidiary language course which, due to financial and timetable constraints,
lasts merely six to eight weeks in the Autumn term when beginner-teachers
spend a day a week at the university and has to take place outside an already
overloaded programme of study. Experience suggests that refresher courses
are most successful if they relate to the language needs experienced by beginner-teachers
in the context of classroom-based work.
[3]
Whilst the government agency responsible for teacher supply
and education/training, the Teacher Training Agency (TTA), has been providing
some funding for pre-sessional refresher courses in German, no financial support
is currently available for courses taking place during the training year despite
the fact that emerging evidence suggests it is then that beginner-teachers
find them most helpful (see Phillips 2001). Policy makers need to ensure,
as a matter of priority, that there is sufficient flexibility in the new 2002
statutory framework for initial teacher education to allow providers to cater
effectively for the linguistic needs of their FL beginner-teachers. Also,
and importantly, financial support is required in order to enable providers
to offer sustained language refresher courses. Due to financial stringencies
it is very likely, for example, that at the Institute of Education we will
have to require beginner-teachers to (part)fund refresher courses from the
academic year 2001-02. It remains to be seen what effect this will have on
uptake. In the current statutory framework it is simply assumed that training
providers are able to cater for the individual linguistic needs of beginner-teachers
by internally vying funds for this purpose. In addition to offsetting the
cost for tuition on methodological issues as well as administrative support
etc., a considerable proportion of the training grant providers receive tends
to go on payments to placement schools. Schools are not currently required
to co-operate in the training of beginner-teachers and expect a financial
contribution for the work they carry out with beginner-teachers. As of late
an increasing number of schools are finding partnership in initial teacher
education provides them with an invaluable source of potential recruits. It
remains to be seen, however, whether this will have a noticeable impact on
schools’ service level agreements with training providers. Furthermore, the
training grant goes inter alia on the maintenance of the partnership
with schools, on recruitment as well as on quality assurance, such as external
examiners and the preparation for Office for Standards in Education (OFSTED)
inspections. Training providers are not currently given due recognition for
their work on developing beginner-teachers’ linguistic skills under the OFSTED
initial teacher education inspection framework.
The TTA is
responding to the teacher shortage crisis by promoting flexible routes into
teaching in a bid to address recent fundamental changes in the labour market
where a lifelong career is increasingly less common than several career changes
(see e.g. Tabberer 2000). Also, people at different stages in their
professional lives are considering teaching as an option. This observation is
borne out by a steady increase in mature students in recent years. In response
to these changes, training providers have become increasingly sensitive to
addressing the individual training needs of beginner-teachers. Needs analysis
and personalisation of provision have become more and more important, in
particular in relation to ensuring beginner-teachers’ subject knowledge is up
to the required level. The particular challenge for training providers is to take
on a broader range of beginner-teachers without jeopardising the quality and
rigour of their training.
Flexible
routes into teaching have so far tended to be conceived of by government
predominately as work-based routes with rather tentative links to postgraduate
HE-level study. Therein lies the danger that beginner-teachers neither have
sufficient time and opportunity to engage with educational issues beyond highly
situationalised concerns nor to engage critically with their own teaching and
their learning about teaching with reference to theoretical frameworks.
Theorising can be seen to be essential in enabling beginner-teachers to think
strategically about issues beyond the ‘here and now’ (see e.g. Pachler and
Field 2001: 20-2). Given the current climate, “there is a real danger that
(work-based routes are) seen by some schools as a stopgap for acute teacher
shortages at the expense of high quality learning experiences” (Pachler and
Field 2001: 17)
It seems
imperative, therefore, to ensure that flexible routes do not lock trainees into
what Tickle (2000: 6) calls ‘survivalist discourse’, that is a preoccupation
with coping rather than personal and professional growth. Beginner-teachers
need exposure to and opportunity to engage with conceptual and theoretical
frameworks which have traditionally been provided through discussion with peers
and HE-tutors as well as background reading. Rather than moving towards purely
work-based routes, which tend to offer beginner-teachers fewer opportunities
for continuous support from a tutor or mentor as well as to observe the
teaching of more experienced colleagues and critically reflect on their own
teaching, new technologies can, for example, be used meaningfully and
effectively for collaborative knowledge construction at a distance (see e.g.
Smith 1999).
In their
research, Ross et al. asked teachers of all subjects why they leave teaching
and not surprisingly the data confirms what anecdotal evidence gathered by
talking to many colleagues in numerous different schools and of various levels
of seniority suggests: many teachers joined the profession because it used to
offer them autonomy, creativity and the ability to use their initiative.
The ways in
which teaching has become ‘accountable’ and has been subjected to control and
direction, have contributed to demotivation. … It is the change in the nature
of teaching that is behind the crisis … . Pay is an issue: to enable teachers
to stay in the profession, in particular in the areas of high housing costs,
substantially more pay is needed. But more pay alone is not bringing new people
into training and the profession in sufficient numbers. And more pay is not
stopping the haemorrhage of teachers from the profession. (2001: 9)
Ross et al.
point out that only 27% of teachers leaving for other careers earn more, 27%
the same and 45% less. In answer to the question ‘What do you find the major
attractions of your new post that you didn’t find in teaching?’, more than 40%
mention ‘room for using initiative’ as a major advantage followed very closely
by ‘scope for creativity’. ‘Greater pay’ features only in 6th place,
mentioned by fewer than 20%. Nevertheless, improved pay can be seen to
represent an attractive incentive judging by the soaring interest from English
and Welsh teachers in working in Scottish schools since a deal to increase pay
by 23.1% and to phase in a limit of working hours to 35 per week was announced
north of the border (see Woodward 2001a: 6).
Anecdotal
evidence from talking to a considerable number of colleagues each year suggests
that another important factor contributing to demotivation – if not
disillusionment – of teachers is that many of them feel insufficiently valued
and perceive there to be a lack of status,
although the dossier on teacher shortages worldwide in the Education International Quarterly Vol. 7 No. 1 (2001: 9-10)
suggests that the status of teachers is not as bad as they think.
The way we
view the teaching profession is quite at variance to the way we view other
professions, and we have got used to it. We don’t raise our eyebrows at things
that are really quite peculiar. (Thornton 2001)
Thornton’s
point of view is borne out by UK-based research, for example by a recent study
funded by the ESRC (see Moore et al. 2000).
Beginner-teachers
as well as more experienced colleagues frequently mention the issue of management of poor pupil behaviour and
problems in their relationships with pupils as a mayor concern. Pupil behaviour
is perceived to have deteriorated over the years and colleagues report an
increase in verbal as well as physical abuse (see e.g. Dean et al. 2001). They
also complain about the low status of teaching as a profession in today’s
society and note that the increased emphasis on teacher accountability has led
to strains in parent-school and parent-teacher interactions and
relationships.
Colleagues
furthermore complain about increasing
levels of bureaucracy and paperwork as well as increasing workloads. For example, fundamental changes to as well as
an increased emphasis on assessment throughout the system has placed a growing
burden on teachers and pupils alike. At times it seems that assessment, not
just of pupils but also of teachers, has become such an obsession that very
little time is left for teaching and learning (see e.g. Hackett 2001). OFSTED
inspections and the recently introduced threshold assessment, introduced to
reward experienced teachers on the top of the main pay spine who are judged by
external assessors to be doing a good job in relation to criteria such as pupil
performance and progress with £2000 performance-related pay (before tax), are
indicative of how successive governments have conceived of assessment of
teacher effectiveness. Indeed, according to Michael Barber (no date: 15), head
of the government’s Standards and Effectiveness Unit, the latter is seen as the
key to achieving the recruitment of good people into teaching. Both can be seen
to assume a deficit model of teacher competence with the latter having
attracted comments such as:
‘It has
created a climate of fear, and that in turn has led to a culture of
over-planning, over-teaching and over-recording. What it has really shown is
that teaching is fast becoming a health hazard. It has made us realise why
we’re so knackered.’ or
‘It’s using a sledgehammer to crack a nut. They’re trying to retain
experienced staff, but they’re terrified of seeming soft on teachers.’ (Quoted
in Duffy 2001: 27)
In his
evaluation of the threshold process Michael Duffy (2001: 27) asks himself and
his readers whether it was sensible to “set up a system that highlights so
destructively the failure of the minority who have not” and continues:
Threshold
assessment has so far cost the Government £40 million. Given the current
recruitment crisis, it is not just those who failed to cross the threshold who
will want to be assured that the result is worth it.
Colleagues
are also increasingly required to engage in promotional activities to ‘sell’
their school, such as open evenings, or to organise a range of extra-curricular
activities, for example, to compete with the offerings of neighbouring schools.
Colleagues
in middle management, i.e. those with a considerable level of responsibility in
the academic and pastoral life of schools, increasingly note that the pervading
accountability culture has led to a noticeable change in attitude and
approach by many senior school managers,
who are desperately trying to compete in league tables and have themselves got
to cope with an inordinate amount of pressure of meeting a growing number of
government targets. In the words of one informant in the study by Moore et al
(2000: 12): “management are harder on teachers than they used to be and won’t
automatically back a teacher up”. In the case of this informant – and regular
contact with many colleagues suggests he is far from being the only one – the
increase in pressure has contributed to a change of teaching style and
philosophy, which is increasingly causing concern and can lead to a desire to
leave the profession in order to “spend ten years doing something else –
anything – I don’t know [what], but totally different” (ibid p. 10):
I have
become less progressive: I have become reactionary, I find … I have become less
liberal … in my thinking about education. As a teacher, I have become more
abrasive. (ibid p. 12)
Compared
with commerce and industry, the conditions
of work of teachers can euphemistically be described as challenging: due to
lack of funding, facilities required in the effective discharge of duties and
responsibilities, such as office space or access to computers and telephones,
and working environments more generally, such as the state of repair of
buildings, often compare very unfavourably with those available to people
working in other professions.
Negative press coverage about teaching and teachers is
legion, and has in recent years repeatedly been fuelled by remarks from Her
Majesty’s former Chief Inspector for Schools with the net result that teaching
has come to be seen as a less and less attractive career choice by young people
and as an occupation for those ‘who can’t’.
What is
needed, therefore, in order to make teaching more attractive are not just
the financial incentives the government is so keen to promote, such as the
training salary for beginner-teachers and the threshold payment for teachers
who have reached the top of the main pay spine. Nor is it initiatives such
as the Fast Track scheme, which aims to offer teachers in training or recently
qualified teachers on the main pay spine an accelerated route through to the
Threshold or to Advanced Teacher status in return for undertaking additional
responsibilities not usually directly related to normal classroom-based work
and in return for accepting amended – and less favourable – conditions of
service
[4]
. Important as financial incentives are, and however hard
ministers and representatives of government agencies such as the new Department
for Education and Skills (DfES), TTA and OFSTED try as of late to convince
the public with upbeat rhetoric
[5]
, teaching needs to be made a more attractive
proposition intellectually in order to appeal to more well-qualified graduates.
This is also very important in the context of retaining foreign native speakers.
As Table
1 and recent press coverage
[6]
show, importing and ‘poaching’ overseas-trained teachers
is not likely to provide a wholesale solution, because many other countries
also suffer from teacher shortage. In the countries concerned this is often
predominantly due to an ageing teacher population rather than the profound
sense of devaluation and acute systemic weaknesses prevalent the UK. Fortunately
for FL teaching in the UK, until recently teacher shortages have not been
a concern in European Union countries in which the FLs most widely taught
in UK schools are spoken, namely France, Germany, Austria and Spain. This
has allowed Secondary PGCE courses in the United Kingdom to recruit from a
sizeable pool of French, German, Austrian and Spanish nationals willing to
take up residence in the UK. A recent survey by Whitehead and Taylor (1998)
of 43 providers of PGCE Modern Foreign Languages courses shows that in 1996-97
26.8% of all those enrolled were foreign native speakers and in 1997-98 34.4%.
In London the percentage is higher, namely between 40 and 50%, in some instances
even as high as 80% (see Adams 2000: 4)! Many of the foreign native speakers
have already been resident for a number of years in the UK, usually three
or more
[7]
. However, some providers pursue active recruitment campaigns
at job fairs in France, though – to the best of my knowledge – not so far
in Germany, Austria or Spain. Some providers also offer a PGCE course leading
to dual qualification in tandem with some French or Austrian institutions.
Without this large pool of around 1,000 plus foreign native speakers every
year, FLs would no longer be sustainable as a compulsory foundation subject
of the National Curriculum. It is not clear whether policy makers are sufficiently
aware of this fact.
Whitehead and
Taylor’s survey found that 75% of foreign native speakers were speakers of
French, 12.5% of German and 9% of Spanish, with 82% being female and 81% being
between the ages of 21 and 30. These percentages go to explain why, compared
with German, recruitment figures for French are holding up reasonably well (see
Table 6).
The
question arises whether part of the solution to the recruitment crisis for
German is to actively recruit German native speakers directly from Germany and
Austria onto courses of initial teacher education in the same way a number of
providers are doing for teachers of French. Anecdotal as well as emerging
research evidence (see e.g. Jones 2000) suggests, that – unless they are
sufficiently prepared and supported – there is potentially a long list of
issues which arise, such as the use of English on the job (e.g. using too much
English, not being easily understood by pupils or not easily understanding
pupils), cultural problems such as feeling foreign or having difficulties in
becoming familiar with the education system. Interestingly, it is often the
educational scope of the role of the teacher, e.g. her pastoral
responsibilities, which attract foreign native speakers in general and French
native speakers in particular to apply for PGCE courses and a career in
teaching in the UK.
In order to
pre-empt these problems as far as possible, at the Institute of Education we
require all foreign native speakers who have not recently worked as FLAs in a
UK school to carry out a period of observation of FL teaching in a London
comprehensive school and some also to write an analytical report about their
experience. Unfortunately, this appears to be more and more difficult as
schools – often because of staff shortages and other internal and external pressures
– are becoming increasingly reluctant or unable to accommodate visitors for
such purposes. In addition, we require them to attend an induction day prior to
the start of the course proper in which we provide an introduction to what we
deem to be relevant issues, such as recent changes to the UK education system
including the 1988 Education Reform Act and its implications, schools as
organisations and their management structures, the role of the teacher and her
responsibilities as well as the pastoral system.
The extent
to which the importing of foreign native speakers, in particular speakers of
German, is a viable long-term solution is highly questionable given the age
profile of the profession in Germany (see Table 1). Recent reports from Germany
(see Sharma 2001) suggest that a teacher shortage is also looming there and
that authorities have been able to stave it off only by allowing class sizes to
rise. In addition to the increasing age profile of the profession, Germany is
seeing a rise in the number of children of school age. Whilst currently some
20,500 beginner-teachers complete their two-year practical training annually
compared with some 18,300 vacancies in the country, more than 50,000 new staff
are needed to return to the teacher-pupil ratios of the mid-1990s. It seems
very likely, therefore, that not too long from now those colleagues who are
currently coming to England to train and work as teachers because of lack of
opportunity to find a permanent position in Germany will be able to stay in their
own country and pursue their chosen career there. A career, incidentally, which
in Germany still offers comparatively high social status, considerable job
security, intellectual challenge, good conditions of work and comparatively
little challenge in terms of managing pupil behaviour.
The issues
appear to be similar if slightly different as far as native speakers of French
are concerned. French foreign nationals applying to come onto the Institute of
Education Modern Foreign Languages PGCE often claim at interview that an
important reason for applying to become a teacher of French in the UK (rather
than a teacher of English as a FL in France) is due to the
practically-situated, whilst at the same time theoretically-grounded, nature of
initial teacher education in the UK. Many of them appear to find teacher
education in France, the CAPES (certificat
d’aptitude professionnelle à l’enseignement secondaire), to be too
theoretical in orientation in its initial stages or have failed to succeed in
the highly competitive so-called concours,
the competitive entry examination. It
remains to be seen what impact the recent announcement of reform and
re-alignment of initial teacher education in France along more practical lines
will have on numbers of applications from French native speakers for PGCE
courses in the UK. Initial teacher education in Germany as offered by Studienseminare, whilst different in
some key respects such as the level of theorising required from
beginner-teachers, can be judged to be quite similar to PGCE courses in the UK
(see e.g. Pachler 1995).
54% of the
respondents in Whitehead and Taylor’s study had previous experience in the
UK as a FLA and 49% cited personal reasons for wishing to be in the UK. The
high percentage of FLAs amongst PGCE students reinforces the importance of
this scheme and demonstrates how important it is for the FLs fraternity that
secondary schools continue to invest in FLAs, which – under Local Management
of Schools (LMS) – a comparatively small number of schools do. A government
committed to FLs in the curriculum has an obligation to ensure not only that
schools understand the value of employing FLAs
[8]
and have the financial means to do so but also that the
introduction of tuition fees and pressure from the Quality Assurance Agency
(QAA) do not put paid to students on relevant British undergraduate degrees
spending a year abroad as an English assistant. If our experience at the Institute
of Education is anything to go by, each year there is a sizeable number of
UK-based applicants who are tempted into FL teaching because of the valuable
experiences they have been able to gain whilst working as an English assistant
in a school during their year abroad.
One
perspective sometimes offered on the deployment of increasingly large numbers
of foreign native speakers is the worry that pupils might get the impression
that only native speakers can gain sufficient proficiency in the FL for
teaching it, thereby providing a negative rather than a positive role model for
them. I am not aware of any research into this question, but it is an issue
which might warrant investigation.
Worryingly,
Whitehead and Taylor’s survey suggests that only 87% of foreign native speakers
intended to seek a teaching post in the UK upon completion of their PGCE FLs
course and only 64% expressed a desire to live and work in the UK. These
relatively low percentages raise important questions about the underlying
reasons and motivations. One reason, anecdotal evidence suggests, might well be
to do with naïve expectations of foreign native speakers about the workloads
involved in learning to teach and teaching in the UK.
Amongst
many other things, my colleague at the Institute of Education, David Block, is
investigating in a longitudinal study why only a relatively low number of
foreign native speakers actually stay in FL teaching in the UK for any length
of time.
Block’s
particular interest was, and continues to be, in the foreign native speakers as
foreigners, i.e. their cultural problems as well as the question of identity.
He rightly notes that whilst foreign native speakers will need the same sort of
technical skills training as their British counterparts on the course, they
will also need their foreign background acknowledged, ideally by way of
discussion of comparative education and culture. However, Block correctly
asserts that
(unfortunately),
with the tight timetables imposed on them by the government agencies, those who
organize PGCE courses find it almost impossible to put on extra sessions which
might help foreign nationals more easily come to grips with British education.
The result is that these trainee teachers have to piece together this aspect of
their teacher education on their own and in an ad hoc way. In other words, they
have to forge an identity for themselves as British modern language teachers,
with little or no framework which might make this process easier and smoother.
(Block 2001: 2)
Given the increasing importance
of foreign native speakers coming onto and successfully completing PGCE courses,
the government would be well advised to consider in their current review of the
statutory framework governing initial teacher education how providers can be
given sufficient flexibility and scope in order to provide the focus on
comparative education and culture argued for by Block. Unfortunately, the
report on the first phase of consultation gives no indication of an awareness
of these issues, although the need for scope for flexibility is mentioned (see
TTA 2000).
The urgency
of the need for reform is highlighted, for example, in a recent article by
Lesley Jones (2001), who points out that many providers have pulled out of
initial teacher education – or are considering to do so – because of relentless
inspection pressure from OFSTED, which in turn is linked to the allocation of
places. Jones, who is head of primary initial teacher education at a London
provider, also asserts that the “speed and frequency with which institutions
move from being ‘good providers’ to ‘bad providers’ and vice-versa shows the
unreliability of the system”. Furthermore providers are being penalised
financially for over- and under-recruitment. To this is linked the introduction
of ever more additional requirements, such as the national skills tests, which
all place enormous pressure on providers and beginner-teachers alike. However,
as Jones notes, “(many) of these mechanisms appear to have been swept aside for
entrants from different routes”. Implicit in Jones’ assessment of the problem
is the need for relevant government agencies, in particular the DfES, TTA and
OFSTED, to work together with training providers rather than to continue to
impose ever new requirements on them.
In his
paper, Block describes, analyses and interprets the data he collected from 16
beginner-teachers during the academic year 1999-2000. Whilst manifestly not
intending to examine implications for PGCE courses, the study nevertheless
identifies important issues for foreign native teacher recruitment and
retention, in particular as regards German nationals.
The study
demonstrates that there is a need for a reasoned response to national
stereotyping invariably encountered by foreign native beginner-teachers in
placement schools, which was particularly pronounced for German nationals,
for if there
is one nation which has inspired emotional responses in Britain over the past
half decade, it is Germany. From the anodyne humour of Fawlty Towers and
classic line, ‘Don’t mention the war’ to the recent spectacle of football fans
ecstatic because England managed to beat Germany in (an international
competitive match) making up for the fact that England had not been able to
beat the Germans since their famous 1966 World Cup victory), there is little
ambivalence about the Germans: they are the enemy both in the trenches and on
the football pitch. (Block 2001: 6)
There is
ample anecdotal evidence of national stereotypes and animosities potentially
posing considerable difficulties and challenges for teachers of German in
general and native speakers of German in particular. For example, one very
experienced German colleague saw three years of effort wiped out
instantaneously when Germany beat England on penalties in a football match
during the 1996 European Championships, knocking England out of the
competition; her Year 9 class decided to go on strike the day after England’s
defeat and refused to utter a single word in the target language! Even after
the strike was over, the pupils never really regained their former enthusiasm
for the language.
Block
(2001: 7) recounts the following exchange with his informants (AA and HA =
German nationals, DB = David Block):
AA: You
also feel sometimes that you are some kind of an ambassador or something for
German culture, Germany, German politics, German history especially …
HA: Oh,
yeah. German history.
DB: Did
that come up very much? You know, the whole sort of “German Thing”. …
HA: The
German thing, yes. …
AA: So
you always had to be quiet but I was always quite relaxed about that …
Sometimes they would draw some swastikas just to see “what are you doing here?”
(imitating dopey student voice) “Ho-Ho-Ho” … … Of course they just waited for
me to explode or really be upset but I never was. So I really talked to them
about it, although they were much too silly. But then in the end, they even
listened, so I said “OK, that’s the way it is. We have to live with our past
history. Imagine it is not always easy for Germans as well …” And I hope, even
though it was year 10 and they are 16 and really silly and thick at times … I
think they understood it a little … I mean it was just provoking me so they
didn’t expect that at all, that I would take it seriously and say something.
I’m relaxed with that. … I know that they all have some … Well, I have the
feeling they have some prejudice and
it’s really just stereotypes and you just try to … open their mind up and say
“OK, … German people are exactly like you… What comes to your mind when you
think about Germany? And what do you think is the media influence?” And they
actually discuss things with you. …
HA: It’s
society, it’s on TV, and it’s every night
DB: And
it’ll all come out now with the football again ..
HA:
Exactly. I’m so glad I’m not at school at that time… And hopefully in two
years’ time when the World Championship is on …
AA: And no matter if Germany or England wins, I
will not be there the next day …
HA: No,
no way.
AA: Especially if England wins.
These
instances of being ‘outed’ or ‘othered’, Block notes, can be quite difficult to
deal with for beginner- and experienced foreign native teachers, who have come
to the UK because they felt attracted by the country, its people, language,
life and culture. Being treated as an unwelcome foreigner, worryingly – as
Block’s study found – sometimes not only by pupils but also by colleagues, can be
seen to pose a considerable challenge for which foreign native teachers need to
be prepared in order to ensure they don’t leave the teaching profession
prematurely. With reference to a Spanish native Block notes (2001: 10):
Being
positioned as an exotic foreigner and excluded from staff social circles did
not sit well with someone who considered herself established in Britain. Not
only did she find it bothersome to have the subjectivity of foreigner foisted
upon her, she also seemed genuinely hurt by it.
The other
finding which warrants careful examination for the purposes of this paper,
relates to a methodological point, namely the teaching of grammar:
If the
subjectivity of national identity was one whereby participants sought inclusion
rather than status as other, discussions of one aspect of language teaching,
grammar, found them distancing themselves from British education and ultimately
Britain itself, taking on the voice of French, German and Spanish nationals who
have had a different and perhaps even superior education. (Block 2001: 11)
Experience
suggests that one reason that can stop well-qualified native speakers with lots
to offer to the teaching profession pursuing a career in FL teaching in the UK
is the perceived lack of professional and intellectual challenge offered by FLs
in the National Curriculum as well as the perceived lack of interest on the
part of pupils in the subject. A recent assessment of the British education
system in the German weekly, Die Zeit,
gives some indication of how the British education system is perceived by some
in Germany:
Die eiserne Lady war es …, die eine ‘Benotung’ der Schulen in
Ranglisten, den sogenannten Ligatabellen einführte, Labour übernahm das
Ranking. Allerdings gibt es Zweifel, ob diese auch in Deutschland oft als
Vorbild hingestellten Schulrankings tatsächlich zur Anhebung des Niveaus
beitragen oder nur dem Pfusch Vorschub leisten. Wenn eine Schule in dem hoch
komplizierten britischen Prüfungssystem ihre Karten richtig spielt, kann sie
durch niedrigere Ansprüche einen höheren Tabellenplatz erringen: Sie meldet
schwächere Schüler bei weniger anspruchsvollen Prüfungskommissionen an. Für
Abiturienten schlägt die Stunde der Wahrheit dann erst mit der
Hochschulzulassung. …
In
internationalen Leistungsvergleichen fiel England in letzter Zeit prompt immer
weiter zurück. … Zwar absolvieren jetzt mehr Schüler eine immer
unübersichtlichere Zahl von Abschlüssen und bringen immer bessere Noten nach
Hause; doch diese fußen oft auf lächerlich niedrigen Ansprüchen. Jeder leidlich
intelligente Grundschüler kann diese Tests ein Jahr früher als gefordert
bestehen, sofern der Unterricht halbwegs angemessen ist.
Fremdsprachenkenntnisse unter Oberschülern sind nach wie vor erbärmlich.
Gymnasien, die ihr Niveau zu halten versuchen, kämpfen gegen eine staatlich
verordnete Anspruchslosigkeit. Nach drei Jahren Altgriechisch kommt man in
zentral vorgegebenen Prüfungen mit einem Wortschatz von 300 Vokabeln aus. Kein
Wunder, dass der Notendurchschnitt landesweit bei Eins liegt. Wegen der
Überlastung der Eins wurde eine neue Note eingeführt, Eins mit Stern. Chemie
und Physik sind in vielen Schulen Orchideenfächer. Abiturienten mogeln sich
durch ihre Englischprüfungen, ohne je ein Buch von vorn bis hinten gelesen zu
haben. (Luyken 2001: 42)
It is quite
obvious from this excerpt that there is a real need for training providers to
be allowed to set aside time to tackle such perceptions explicitly and to
contextualise them by looking in-depth at comparative strengths and weaknesses
of both education systems, for example the costs of heavy emphasis on academic
achievement as opposed to the development of the whole child through strong
pastoral support. Similarly, there is a need for comparative work for native
speakers of French and Spanish.
Due to
pressures of teacher accountability and league tables beginner-teachers tend to
be required to teach predominantly lower years and they have comparatively
little opportunity to work with classes preparing for GCSE examinations or with
A/AS level classes. The lack of opportunity to work with advanced level
learners of FLs is an issue for many PGCE FLs students with good subject
knowledge and it is frequently commented upon as a distinctive drawback by the
German native speakers amongst them.
The lack of
explicit focus on form as part of language teaching and learning is an
important aspect of the grammar issue identified by Block. Whilst the revised
1999 National Curriculum (see DfEE/QCA 1999), the associated GCSE criteria as
well as the National Literacy Strategy feature a renewed emphasis on grammar
and language understanding, FLs teaching at 11–16 can still be described as
having
a narrow
transactional-functional orientation in which pupils are prepared for the
linguistic (and non-linguistic) needs of tourists … with the emphasis on
‘getting by’. (The) approach is characterised by a heavy emphasis on recall of
often random lexical items and phrases derived from narrowly defined, idealised
interactions and exchanges at the cost of transfer of knowledge and skills
across topics. (It) tends to ignore the teenage learner’s communicative needs
and does not allow her to engage in meaningful and realistic interaction, both
supposedly central tenets of communicative methodology. (Pachler 2000: 26)
This orientation
of FL study in the UK, together with the concurrent lack of interest by pupils,
the little time available for study, as well as the prevailing summative
assessment regime frequently make the study of FLs at 11–16 an undesirable and
demotivating option for pupils. Pupils often tend to perceive the subject as
irrelevant to their needs and find the emphasis on memorisation of
decontextualised lexical items and phrases as well as linguistic structures
challenging. This orientation is serious in the context of this paper as it can
– and does – put off well-qualified UK-based linguists and foreign native
speakers from choosing FL teaching as a career. Disapplication of a large
number of pupils at Key Stage 4 might exacerbate the situation even further by restricting
the availability of Key Stage 4 work, however much examination driven and
limited it currently is.
Block notes
(2001: 13) that the overall impression gained by the foreign native speakers he
interviewed was that
British
students are linguistically ill-equipped for their ages and that if anyone is
to remedy the situation, it will have to be the modern languages teachers like
themselves, who have had a different education from their British counterparts,
and in a sense, know better.
Block also
reports comments from a French native speaker which suggests that the
differences in education received by pupils in both countries and their
knowledge about language was not merely a surface difference, “rather it was
something fundamental to being French and could prove to be a major obstacle to
functioning well as a teacher” (Block 2001:13). Foreign native teachers,
therefore, Block’s study suggests, need to be seen as possessing a particular
social, political and educational culture which tends to sit ill at ease with
the market orientation prevalent in the UK. Block (2001: 18-9) characterises
foreign native speakers as possessing certain values and moral principles which
become manifest in their expectations that teachers deserve receiving full
respect for carrying out their mission of providing free and equal education
for all and that teachers deserve not to be viewed as less important than
pupils. He (2001: 17-8) also found that foreign native speakers had
considerable problems with finding ways of implementing the ideals of education
as an equal service and right for all citizens with which they came to this
country. For many of the individuals in Block’s study ironically this meant
seeking employment in the independent sector or grammar school, which provided
them with the “comfort zone, where they might realise their ideals” (2001: 18).
If
representative for the larger population of foreign native speakers, Block’s
study raises some extremely important questions about how their initial teacher
education programmes can be fine-tuned in a way to help them accommodate
prevalent views of education, schooling and methodology sufficiently to ensure
they feel able to stay in the system and don’t opt out again at the earliest
opportunity.
Incidentally,
a recent letter to the editor of the TES
(Tidmarsch 2001) suggests that such a view is not only prevalent amongst
foreign native speakers:
Education
in schools now seems to have become a business proposition in this country.
Teachers are given targets to achieve, e.g. how many of their pupils gain A-C
grades at GCSE – rather like salesmen’s (sic) end of month figures. ....
Teachers
now have to deliver a curriculum, rather than encourage pupils to learn, and be
excited by new learning. Success or failure seems to be measured in profit and
loss terms.
Education
in schools needs to be functional – to develop pupils’ aptitudes so that they
can become useful and productive members of society. For many, many years a
‘liberal’ education has been the mainstay and ideal of our education system.
Function and liberality are both needed.
Teachers
need to feel that they are making a valued individual contribution to the
education of their pupils, instead of some notional ‘value-added’ computation
being applied.
There can
be interest and joy in teaching and learning.
Have we lost it?
It is also
argued in this paper that it is essential for government and its agencies to do
all they can to combat the currently prevailing restricted view of teaching
characterised by a narrow perception of professionalism and do away with a view
of teaching as a low level technical skill comprising predominantly the
delivery of the National Curriculum as well as other centrally prescribed
government edicts. Critics have viewed the introduction of a competence- and
standards-based curriculum for initial teacher education as an attempt to
de-skill the teaching profession. This can be seen to be rebounding and
counterproductive as
it does not
do justice to the complex web of ‘knowledges’, skills and understanding
characterising excellence in teaching and teachers. What is needed … is
intelligent and creative schools … with intelligent and creative teachers, able
to prepare pupils adequately for the demands of the learning society and
knowledge economy. … Society needs teachers, who have the ability and
willingness to co-operate with colleagues and pupils in constructing (situated)
knowledge, who can engage critically and intellectually in a range of
situations at a local, regional and (inter)national level, teachers who (can)
take a full part in a variety of professional discourses. And teachers are
needed, who have the disposition to engage in continuous knowledge building
processes throughout their careers in order to be able to adapt to ever
changing demands and circumstances to acquire new knowledge, skills and
understanding and to refine what they already possess. (Pachler and Field 2001:
15)
Beyond the
question of how best to prepare beginner-teachers for the challenges of
teaching, the view be advanced here that teaching needs to be seen to offer
scope for professional decision making and professional freedom in order to be
attractive to well-qualified candidates. This is particularly important as high
quality training can be seen to have a considerable impact on lifting morale of
existing applicants and to encourage the perception of teaching as a desirable
career choice for potential applicants (see e.g. Tabberer 2000b).
In this
context recent work by Moore et al. (2000) is instructive, which examines to
what extent teachers in the UK are becoming more consciously and deliberately
eclectic and pragmatic and less obviously ideological or political in
constructing their professional identities. Moore et al. note that while they
found only very few teachers who “openly declared themselves as either
wholesale supporters or wholesale rejecters of government reforms in education,
almost all of (them) talked of the ways in which they had modified previous
practice to ‘bring it in line with’ current policy, or had found ways of
incorporating current policy into a largely unaltered continuing practice” (p.
2).
A study by
Coldron and Smith (1999: 711) suggests that policies which impose a great
degree of uniformity and conformity, such as aspects of the National
Curriculum, the National Literacy and Numeracy strategies, the non-statutory
Key Stage 3 Schemes of Work and, of course, also the standards governing
initial teacher education as well as the OFSTED framework, “threaten to
impoverish the notion of active location, restricting the number of potential
positions the teacher might assume” and, by implication, make teaching a less
desirable career choice for capable applicants seeking a degree of professional
autonomy and keen on deriving satisfaction, for example by feeling able to make
free choices in their working lives. Moore et al. (2000: 5), referring to
Coldron and Smith, note that “not only might some teachers be severely
restricted in their choice of identifications or positionings by such matters
as increased government control or increased student disobedience; they might
also find themselves pushed into some kind of professional identity crisis”. Indeed, Moore et al. (2000: 9)
found that
(many)
teachers felt that they were being forced
to make compromises, rather than actively pursuing choices: that is to say, of
making necessary but not always welcome adjustments to their practice in order
to respond best to external pressures from central government, from other
teachers, or indeed from students and their parents.
In order to
ensure a sufficient number of well-qualified candidates continue to choose
teaching as a career, government needs to take the message from research
studies like the ones reported here very seriously and consider a fundamental
rethink of its approach to the teaching profession and not just ‘tinker at the
edges’ by introducing ever new schemes.
This paper
strongly suggests that there is an urgent need for a coherent strategy aimed at
ensuring a future for German as a FL in UK schools. Indeed, this paper is not
the first to reach this conclusion. In his recent survey of the state of German
teaching in the UK, Nigel Reeves (2000: 15) concludes that “if no one is going
to help us we have to help ourselves” and advocates the organisation of high
profile conferences
to draw
attention to the importance of our subject, its rich diversity, its role in
contributing to the education of the new generations in a Europe of ever-closer
bonds and economic ties. … We have to re-state the supreme educational value of
young people not being confined to a knowledge of one language and one culture
in a multi-cultural European and globalised economy. We have to highlight and
illuminate the contribution that is being made by German writers and thinkers
to our self-understanding in the Information Age, an age where the nature of
reality and human inter-relationships is changing. ... We must enlist the
support of the DAAD and the Goethe-Institut in making the case for the German
language. (Reeves 2000: 15-6)
The current
paper draws predominantly on the experience and observation of a subject leader
of one of the largest courses of FLs initial teacher education in the UK. What
is needed to take this discussion forward are systematic and empirical studies,
which build on the foundations laid here as well as the recent work of the
Institute for Policy Studies in Education (IPSE) at the University of North
London (see Hutchings et al. 2000 and Adams 2000), the study by Whitehead and
Taylor (1998) and the work of my colleague David Block (2001). The need for
in-depth investigations into the recruitment, training and retention of
teachers of German as a FL in the UK can be seen to be essential if the subject
is to remain a viable curriculum option for secondary schools and, by
implication, for higher education institutions. Key stakeholders need to be
prepared to make available the necessary funding to carry out such studies as a
matter of urgency. Key government agencies such as the Teacher Training Agency
and their officers clearly show an awareness of the importance of the task in
hand and are putting in place a range of measures to combat the crisis in
staffing. However, the solutions advocated to date, such as recruitment from
abroad, more flexible routes into the profession, which take on board the needs
and personal circumstances of beginner-teachers, as well as financial
incentives, whilst important and
certainly a step in the right direction, can be seen to fail to engage with
some of the central reasons stopping well-qualified candidates from entering FL
teaching. These reasons are
·
the
perception of teaching as offering only restricted professionalism,
· the narrow skills-based approach to
teaching, and
·
the narrowly
transactional nature of examination specifications (formerly syllabuses),
particularly at GCSE.
On their
own, financial incentives, flexible courses, up-beat rhetoric and import of
foreign nationals are not likely to be sufficient. What is needed in order to
attract and retain well-qualified teachers in sufficient numbers, it is argued
here, is a fundamental re-conceptualisation of teaching and FLs in the
curriculum. In particular what is required is a reappraisal of the rationale of
and aims for FL teaching and learning, not as narrowly vocational and
utilitarian and characterised by a “‘language chunk’ approach” (Lee and
Buckland 1999: 5) but as a foundation for life-long FL study and an
appreciation and understanding of underlying principles of how language works.
Furthermore, what is required is a view of teaching not as narrowly technicist
but of intellectually and creatively challenging as well as professionally
satisfying.
All this
can only be achieved by way of ‘joined up thinking’ on the part of government
agencies and policy makers. It requires partnership of government agencies with
training providers and for agency to be put back into the hands of the
profession; not just in a small cadre of educational leaders deemed capable of
assuming control and able to improve the system from the top of educational
institutions down but in a broad band of professionals and middle managers with
a proven track record in effective management of their classrooms, the learners
in them as well as their curriculum areas. A continued emphasis on
accountability measures focussing on narrowly output-oriented success
indicators is insufficient. What is needed, it seems, is a focus on qualitative
educational experiences which engage learners and their teachers rather than an
obsession with narrowly quantitative success indicators.
The issues
raised in this paper, and the solutions advanced, do, of course, assume society
continues to conceive of schools and schooling in line with established
organisational patterns. However, in view of the growing potential of new
technologies, traditional notions of schools and schooling are increasingly
being called into question with some observers considering them to be an
embodiment of an outmoded factory model, out of step with other areas of modern
life (see Istance 2000: 4). In the longer term, therefore, it might well be
necessary and desirable to ask fundamental questions about the nature of the
profession, the role of teachers, their status in society and careers. Nevertheless,
given the increasing fragmentation of community and family life as well as the
trend towards individualisation in society, schools and teachers as we know
them might well continue to play a unique role in socialising new generations.
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Norbert
Pachler is Senior Lecturer in Education and Assistant Dean: Continuing
Professional Development at the Institute of Education, University of London.
Prior to moving into higher education he worked for the inspectorate and
advisory service of a London local education authority on curriculum
development and in-service training and taught in secondary and further
education. His research interests include all aspects of modern foreign
languages teaching and learning, comparative (teacher) education, as well as
the application of new technologies in teaching and learning. He has published
widely in these fields and is also co-editor of the Language Learning
Journal.
[1] For an analysis of the worldwide teacher shortage crisis see e.g. the Education International Quarterly, Vol. 7 No. 1, 2001.
[2] Available at http://www.tes.co.uk.
[3] For a detailed discussion of subsidiary FL courses see Phillips 2001.
[4] In the context of this paper it is not possible to provide a comprehensive critique of the Fast Track scheme, suffice it to say that it is questionable whether activities that direct beginner-teachers’ and newly qualified teachers’ attention away from matters relating to teaching and learning are desirable.
[5] To be fair to government, it has recently developed a promising strategy for continuing professional development (CPD) (DfEE 2001b) and established a General Teaching Council for England (GTC) to encourage individual teachers to develop their capacities, to promote higher professional standards and to improve the status of the profession. Also, the recent past has seen the introduction of a requirement for all newly qualified teachers (NQTs) to complete a so-called ‘induction year’ as an extension of their year of initial teacher education with a lighter timetable and some financial support for schools for professional development.
[6] A recent mass recruitment campaign in South Africa funded by British recruitment agencies caused an international political row after South Africa’s education minister accused Britain of ‘raiding’ his country: “Such raids on the teaching profession at a critical time in our history are not helpful for the development of education in South Africa. … Our experience in South Africa has shown that it is good, qualified teachers who are lured away from the country. This caused considerable disruption for the schools concerned.” (Kadar Asmal quoted in Smithers and McGreal 2001)
[7] One reason for this used to be the fact that after three years of residence in the UK, European Union nationals became eligible for financial support from their Local Education Authority.
[8] See also Adams 2000: 10.