Qualifications for Secondary School Teachers of Modern Foreign Languages

Italica ◽  
1955 ◽  
Vol 32 (3) ◽  
pp. 188
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Foreign Languages ◽  
School Teachers

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

scholarly journals Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability

2008 ◽  
Vol 40 (2) ◽  
pp. 369-387
Author(s):  
Susan Hallam ◽  
Judith Ireson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Ability Grouping ◽  
Secondary School Teachers ◽  
Foreign Languages ◽  
Teaching English ◽  
School Teachers ◽  
Business Studies ◽  
The Subject ◽  
Teachers Attitudes

Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in favour of structured ability grouping than those teaching English and humanities. Science, arts and PE, and ICT, design and business studies teachers expressed intermediate attitudes. Attitudes were determined in part by conceptions of the nature of the subject but also by the type of ability groupings adopted by the school in which they taught. In taking decisions about the type of ability grouping to adopt consideration needs to be given to the nature of the subject matter to be taught and the attitudes of the teachers who teach that subject.

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