Addressing the Cinderella area: Using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.

Abstract

The article explores the use of a classroom‐based investigation at Masters level to support pre‐service teachers (secondary English trainees) in focusing on the need for explicit teaching and assessment of speaking and listening skills. With reference to specific case studies, it explores how the module encourages trainees' use of Socratic Circles in incorporating an increased focus on dialogic talk and meta‐cognitive approaches. It also considers the extent to which the module moves trainees from their early rudimentary practice to a much more sophisticated understanding and practice in relation to ensuring progression in pupils' learning and use of more constructivist and socio‐constructivist approaches.