Casey, Helen

Giannakaki, Marina

Loo, Sai

Lucas, Norman

McDonald, Jeremy

English

Digital Education Resource Archive

New initial teacher education programmes for teachers of literacy, numeracy and ESOL 2002/03 : an exploratory study

UCL Discovery

Synopsis This report reviews an investigation of 11 new initialteacher education programmes, largely inuniversities, for adult literacy, numeracy and ESOLteachers. All the courses were in their first year ofimplementation (2002/03). The programmes were introduced to meet the newtraining requirements for language, literacy andnumeracy (LLN) specialists: those intending to beteachers, or those starting their careers, have toachieve a full teaching qualification plus a specialistsubject qualification in their field. This subjectqualification relates to both personal skills andunderpinning theory and practice, and is outlined inDfES subject specifications for teachers of adultliteracy, numeracy and ESOL (DfES 2002 a, b).The report begins by contextualising the research ingovernment initiatives to improve the quality ofinitial teacher education in the Learning and Skillssector. It also introduces a conceptual frameworkfor interpreting the different ways subjectknowledge and teaching knowledge is balanced oncourses. The report moves on to profile the backgrounds andexperience of trainees and staff in the sample, thenexplores some key themes:• variation in programme structure;• how programmes interpreted the DfESspecifications for subject knowledge;• the quality of teaching placements and mentoring;• approaches to assessment; and• issues for funding.The report concludes with some key questions forinitial teacher education providers and policymakers, and lists areas for future research.Key pointsThere was considerable support from staff andtrainees for the new subject knowledge. Manyteacher educators, however, were not sure how tointerpret the DfES subject specifications in terms ofcontent, level and depth. The specifications wereinterpreted and assessed in different ways ondifferent programmes. The courses brought together two trainingtraditions: generic adult teacher education and LLNsubject specialist teacher education. Trainers fromboth traditions were working to combine the twoand make meaningful links between them. In practice, the study found that genericteaching knowledge and subject knowledge werecombined in different ways, often in the sameinstitution. On some programmes they were fullyintegrated, others partially integrated them andsome taught subject knowledge only, leavinggeneric teaching knowledge to be pursuedelsewhere, if needed.Some trainers and trainees were concerned thatthe amount of subject knowledge being coveredmeant that theory was marginalising practice. Forothers, the balance seemed right.There was variation in how much attentioncourses gave to techniques and strategies specificto adult literacy, numeracy and ESOL. This report is funded by the Department for Education and Skills as part of Skills for Life: thenational strategy for improving adult literacy and numeracy skills. The views expressed arethose of the author(s) and do not necessarily reflect those of the Department.Research SummaryNew initial teacher education programmes forteachers of literacy, numeracy and ESOL 2002/03: an exploratory study21In terms of initial assessment, some courses had noidentifiable recruitment strategy, while others carriedout detailed diagnostic tests. There was little evidenceof programmes drawing on the diversity of trainees’backgrounds and experience, as yet, or of accreditationof prior learning.Most trainers and some trainees had concernsabout the quantity and quality of the teaching practiceplacements and workplace mentoring available; somecourses took creative and innovative approaches tothis. The quality of observation visits varied betweenprogrammes.The study found little consistency across theuniversities in terms of numbers of course hours,structure of modular programmes and university creditsystems. All the courses, however, involved extra timeand expenditure and this needs to be recognised if theyare to continue.Universities found difficulty in attracting qualifiedand experienced specialist trainers and were lookingfor new forms of partnership with colleges. Thisshortage was particularly acute in numeracy.Background and rationale of researchThe study aimed to enable institutions andpractitioners to learn from the range of approachesbeing trialled and to inform future practice.Main elements of researchThe researchers used questionnaires, individualinterviews with staff and focus groups with trainees.Emerging findings were shared with practitioners at anational conference, and discussion of the issuesfurther informed the findings of the project.Research teamNorman Lucas, NRDC, Institute of Education. Helen Casey, NRDC, Institute of Education. Sai Loo, NRDC, Institute of Education. Jeremy McDonald, NRDC, Institute of Education. Maria Giannakaki, NRDC, Institute of Education. Michael Young, NRDC, Institute of Education. References and Further ReadingSubject Specifications for Teachers of Adult Literacyand Numeracy. Nottingham: DfES/FENTO. DfES(2002a). Subject Specifications for Teachers of English forSpeakers of Other Languages. Nottingham:DfES/FENTO. DfES (2002b). Guidance on using the Subject Specifications forTeachers of Adult Literacy at level 4 in conjunctionwith the Standards for Teaching and SupportingLearning. Nottingham: DfES/FENTO. DfES (2002c). (see also similar guidance for Adult Numeracy andESOL).Contact for further informationHelen CaseyNRDCInstitute of Education20 Bedford WayLondonWC1H 0ALEmail: h.casey@ioe.ac.ukThe full report is available in PDF and text-only format from NRDC’s website at www.nrdc.org.ukPaper copies are available from:PublicationsNRDC, Institute of Education, University of London20 Bedford Way, London WC1H 0ALTelephone: 020 7612 6476email: publications@nrdc.org.ukResearch Summary

Institute of Education EPrints

Synopsis 
This report reviews an investigation of 11 new initial
teacher education programmes, largely in
universities, for adult literacy, numeracy and ESOL
teachers. All the courses were in their first year of
implementation (2002/03). 
The programmes were introduced to meet the new
training requirements for language, literacy and
numeracy (LLN) specialists: those intending to be
teachers, or those starting their careers, have to
achieve a full teaching qualification plus a specialist
subject qualification in their field. This subject
qualification relates to both personal skills and
underpinning theory and practice, and is outlined in
DfES subject specifications for teachers of adult
literacy, numeracy and ESOL (DfES 2002 a, b).
The report begins by contextualising the research in
government initiatives to improve the quality of
initial teacher education in the Learning and Skills
sector. It also introduces a conceptual framework
for interpreting the different ways subject
knowledge and teaching knowledge is balanced on
courses. 
The report moves on to profile the backgrounds and
experience of trainees and staff in the sample, then
explores some key themes:
• variation in programme structure;
• how programmes interpreted the DfES
specifications for subject knowledge;
• the quality of teaching placements and mentoring;
• approaches to assessment; and
• issues for funding.
The report concludes with some key questions for
initial teacher education providers and policy
makers, and lists areas for future research.
Key points
There was considerable support from staff and
trainees for the new subject knowledge. Many
teacher educators, however, were not sure how to
interpret the DfES subject specifications in terms of
content, level and depth. The specifications were
interpreted and assessed in different ways on
different programmes. 
The courses brought together two training
traditions: generic adult teacher education and LLN
subject specialist teacher education. Trainers from
both traditions were working to combine the two
and make meaningful links between them. 
In practice, the study found that generic
teaching knowledge and subject knowledge were
combined in different ways, often in the same
institution. On some programmes they were fully
integrated, others partially integrated them and
some taught subject knowledge only, leaving
generic teaching knowledge to be pursued
elsewhere, if needed.
Some trainers and trainees were concerned that
the amount of subject knowledge being covered
meant that theory was marginalising practice. For
others, the balance seemed right.
There was variation in how much attention
courses gave to techniques and strategies specific
to adult literacy, numeracy and ESOL. 
This report is funded by the Department for Education and Skills as part of Skills for Life: the
national strategy for improving adult literacy and numeracy skills. The views expressed are
those of the author(s) and do not necessarily reflect those of the Department.
Research Summary
New initial teacher education programmes for
teachers of literacy, numeracy and ESOL 2002/03: 
an exploratory study
21
In terms of initial assessment, some courses had no
identifiable recruitment strategy, while others carried
out detailed diagnostic tests. There was little evidence
of programmes drawing on the diversity of trainees’
backgrounds and experience, as yet, or of accreditation
of prior learning.
Most trainers and some trainees had concerns
about the quantity and quality of the teaching practice
placements and workplace mentoring available; some
courses took creative and innovative approaches to
this. The quality of observation visits varied between
programmes.
The study found little consistency across the
universities in terms of numbers of course hours,
structure of modular programmes and university credit
systems. All the courses, however, involved extra time
and expenditure and this needs to be recognised if they
are to continue.
Universities found difficulty in attracting qualified
and experienced specialist trainers and were looking
for new forms of partnership with colleges. This
shortage was particularly acute in numeracy.
Background and rationale of research
The study aimed to enable institutions and
practitioners to learn from the range of approaches
being trialled and to inform future practice.
Main elements of research
The researchers used questionnaires, individual
interviews with staff and focus groups with trainees.
Emerging findings were shared with practitioners at a
national conference, and discussion of the issues
further informed the findings of the project.
Research team
Norman Lucas, NRDC, Institute of Education. 
Helen Casey, NRDC, Institute of Education. 
Sai Loo, NRDC, Institute of Education. 
Jeremy McDonald, NRDC, Institute of Education. 
Maria Giannakaki, NRDC, Institute of Education. 
Michael Young, NRDC, Institute of Education. 
References and Further Reading
Subject Specifications for Teachers of Adult Literacy
and Numeracy. Nottingham: DfES/FENTO. DfES
(2002a). 
Subject Specifications for Teachers of English for
Speakers of Other Languages. Nottingham:
DfES/FENTO. DfES (2002b). 
Guidance on using the Subject Specifications for
Teachers of Adult Literacy at level 4 in conjunction
with the Standards for Teaching and Supporting
Learning. Nottingham: DfES/FENTO. DfES (2002c). 
(see also similar guidance for Adult Numeracy and
ESOL).
Contact for further information
Helen Casey
NRDC
Institute of Education
20 Bedford Way
London
WC1H 0AL
Email: h.casey@ioe.ac.uk
The full report is available 
in PDF and text-only format from 
NRDC’s website at 
www.nrdc.org.uk
Paper copies are available from:
Publications
NRDC, 
Institute of Education, University of London
20 Bedford Way, 
London WC1H 0AL
Telephone: 020 7612 6476
email: publications@nrdc.org.uk
Research Summary


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New initial teacher education programmes for teachers of literacy, numeracy and ESOL 2002/03 : an exploratory study

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