Department of Education

Laura Molway

PGCE Curriculum Tutor

College Affiliation: Lady Margaret Hall

Laura teaches on the languages PGCE and MLT courses. She co-organises the department’s Early Career Teachers’ Professional Development Conference held each June for local practitioners in their first three years of teaching.

Before working with the department Laura taught languages at the Cherwell School in North Oxford. She completed her BA in French and German at the University of Oxford in 2009. This was followed by a PGCE in 2010 and an MSc in Learning and Teaching in 2013, both here at the Department of Education.

Laura’s own research centres on understanding and improving the development of languages teachers and learners in state secondary schools. Her doctoral thesis (supervised by Dr Katharine Burn & Trevor Mutton) will focus on the efficacy and professional learning of languages teachers in state secondary schools. She is also interested in Second Language Acquisition research with a focus on language learning strategies and student motivation.

Thesis

MFL Teachers’ Professional Learning: In Search of Impact

  • Subjects Taught

    MSc in Learning and Teaching

    PGCE (Modern Languages: French, German, Spanish, Mandarin)

Publications:

  • Featured Publications

    • MOLWAY, LJ, MUTTON, T “Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies”, Language Learning Journal. Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/09571736.2018.1554693

  • Book chapters

    • MOLWAY, LJ, MUTTON, T, WOORE, R, Porter, K (2018) “What are the possibilities and limitations of small-scale, mediated classroom interventions? Two cases from Modern Foreign Languages”, In: G STYLIANIDES, A CHILDS (eds.) Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education. Abingdon: Routledge.

  • Conference papers

    • Molway, L (2016) What factors facilitate or impede languages teachers’ engagement in continued professional learning?. (Birmingham Aston University)

    • Molway, L, Mutton, T, Woore, R (2015) Professional learning through a subject-specific Masters programme: engaging with and in research to develop teachers’ epistemological beliefs and classroom practice. (Queen’s University, Belfast)

  • Journal articles

    • WOORE, R, MUTTON, T, MOLWAY, L “‘It's definitely part of who I am in the role’. Developing teachers' research engagement through a subject-specific Master's programme”, Teacher Development.
      DOI: http://doi.org/10.1080/13664530.2019.1693421

    • MOLWAY, LJ, MUTTON, T “Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies”, Language Learning Journal.
      DOI: http://doi.org/10.1080/09571736.2018.1554693

    • MOLWAY, L “’It’s all about coping with the new specifications’: Coping professional development – the new CPD”, London Review of Education.
      DOI: http://doi.org/10.18546/LRE.17.2.01

    • MOLWAY, L, Macaro, E, Arcos, M “Language teachers’ reported first and second language use: a comparative contextualised study of England and Spain”, Language Teaching Research.
      DOI: http://doi.org/10.1177/1362168820913978

  • Other

    • Molway, L (2018) “Social interaction and teacher cognitionLiLiEdinburgh: Edinburgh Press. 2017. 222 pages. £29.99. ISBN Hardback: 9780748675746; paperback: 9780748675753”, International Journal of Applied Linguistics. Blackwell Publishing Inc.(28) 1-2.
      DOI: http://doi.org/10.1111/ijal.12205

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