Description

This paper explores the demands made of beginning teachers, both during their period of initial training and within the volatile professional climate in which they begin their careers. An attempt is made to ascertain the quantity and type of language education received during initial training and to identify current and future language education needs via data gathered by postal questionnaire from NQTs appointed to one Local Education Authority (LEA) in September 1996. Consideration will be given to how such needs may be met at national, local authority and school level.