An earlier study (Pearson, 2005) raised concerns about the adequacy of the current Postgraduate Certificate in Education (PGCE) courses in relation to inclusive education and suggested some relevant questions for training providers (and students). In this article, Sue Pearson and Gary Chambers report on a small-scale study involving a group of prospective teachers of foreign languages in secondary schools that sought to address two of those questions. Is there a coherent theme related to SEN/disability throughout the PGCE year involving all parties? If so, what is the balance between procedural/technical knowledge and attitudes and values? The research was intended both to inform practice at Leeds University and to contribute to the wider debate about developing inclusive education within teacher training. Key words: professional development, inclusion, initial teacher training (ITT), foreign language learning. A successful recipe? Aspects of the initial training of secondary teachers of foreign languages SUE PEARSON and GARY CHAMBERS Introduction Secondary schools are becoming increasingly inclusive, and this has implications for the professional development of teachers. In an earlier article, Pearson (2005) raised concerns about the preparation of teachers entering the profession through the Postgraduate Certificate in Education (PGCE) route. A set of questions for initial teacher training (ITT) providers, and the students, was suggested as a starting point for reviewing current provision: • Is there a coherent theme related to special educational needs (SEN)/disability/inclusion throughout the PGCE year? • If a coherent theme exists, what is the balance between procedural/technical knowledge and attitudes/values? • Are biographical influences taken into account in planning the course? • Does the ITT course model inclusive practices? (p. 21) Leeds University, where the original research took place, is undertaking a range of research activities to explore these questions. This article reports on one of these studies, which relates to foreign languages and was strongly influenced by the first two questions. It was undertaken part way through the PGCE course, immediately after the first school placement. The parameters of the research were selected for two reasons. First, the decision to focus on a sample of students provided the opportunity to explore in greater depth the coherence and balance within their PGCE course. Using a method (subject) area as the selection criterion provided some commonality in their experience, and ensured the immediate relevance of the data to that area. It was anticipated that some insights would have implications for the whole course. Second, foreign languages were selected because inclusion in this curriculum area may pose particular challenges. In comparison with many other subject areas, the teaching tends to be more teacher-centered, with a code of interaction, at least for part of the time, in a language other than the pupils’ mother tongue. Additionally, many pupils perceive foreign language learning as difficult and irrelevant ( C h a m b e rs , 1999). Access for the students to ap p ro p ri ate advice, guidance and support from tutors and schools is crucial. The timing of the research was influenced by findings from an earlier study (Pearson, 2003) which had found that 75% of students surveyed at the end of the PGCE course reported that their views about SEN had changed during their training, that the changes were predominantly positive, and that the strongest influences were experience, pupils/groups of pupils and first school placement. The purposes in undertaking research which addresses the questions are twofold: to inform practices within Leeds University and, by sharing the findings more widely, to contribute to the debate about training for inclusion. INITIAL TEACHER TRAINING © NASEN 2005 Support for Learning • Volume 20 • Number 3 • 2005 115