ABSTRACT
This chapter describes two very different initial teacher education (ITE) courses: one is a state-sector programme, non-ELT but including modern languages; the other is for private-sector English language teaching (ELT). The Reading University partnership scheme reports a revolutionary structure for state postgraduate teacher training across all secondary-school subjects, including modern languages. The chapter focuses on two issues: the need for coherence and integration between elements of the course; and some problematic features of student-teacher/supervisor relationships. It also focuses on developments in the new Certificate in ELT to Adults (CELTA) scheme, and some of the implications of an intensive structure: the pressure towards a prescriptive approach, problems of assessment, and the question of further development of teachers once they have qualified. This case study illustrates: a structural alternative to conventional block practice' designs; the practical realisation of current theories of teacher learning; coherence between objectives, staff roles, styles of supervision, and assessment methods; issues arising from implementation.
