This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages (MLs) to experiment with the use of unscripted 'process drama' in their classroom practice. The idea that process drama could become part of the language teacher's repertoire has been in circulation for some time (Kao and

This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at master's level, focusing on the role of practitioner enquiry in facilitating a critical engagement with practice. The paper concludes that practitioner enquiry offers a potentially powerful and illuminating way of exploring emerging professional identity and asserting agency in beginning teachers.

In this paper we outline the philosophy and research foundations underpinning the development of CaBan – an Initial Teacher Education (ITE) Partnership developed for the purpose of educating the teachers of tomorrow for North Wales. CaBan represents an ambitious 'learning partnership' of five partners consisting of regional schools, Bangor University, University of Chester, the regional school improvement service (GwE), and the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). Each partner plays a key role in fulfilling our ambitions to contribute to Our National Mission and achieve our vision of 'Growing Tomorrow's Teachers Together.' At its core, the goal of CaBan is to support our new Associate Teachers (ATs) to become creative, inspiring and highly skilled teachers who will contribute to the delivery of A curriculum for Wales – a curriculum for life (Welsh Government, 2015). In this paper we outline: (i) our basic vision and mission as a learning partnership; (ii) the evidence to support our strategic pedagogical position with respect to growing tomorrow's teachers; (iii) the crucial role of mentoring in the development of our ATs as critically reflective practitioners; (iv) how we integrate research as a fundamental element of all we do; (v) how our programme design is underpinned by the notion of professional enquiry and career long professional learning (vi) the specific modes of learning that help nurture ATs' sense of their 'teaching self '; and crucially (vii) the importance of Welsh culture and the Welsh language in education and the role the CaBan partnership has in building capacity to help realise Welsh Government's vision for a million Welsh speakers by 2050.

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Yn y papur hwn rydym yn amlinellu'r athroniaeth a'r gwaith ymchwil sy'n sylfaen i ddatblygiad CaBan – Partneriaeth Addysg Gychwynnol i Athrawon (AGA) a ddatblygwyd er mwyn addysgu athrawon yfory yng ngogledd Cymru. Mae CaBan yn 'bartneriaeth ddysgu' uchelgeisiol sy'n cynnwys pum partner – ysgolion rhanbarthol, Prifysgol Bangor, Prifysgol Caer, y gwasanaeth gwella ysgolion rhanbarthol (GwE), a'r Sefydliad Cydweithredol dros Ymchwil Addysg, Tystiolaeth ac Effaith (CIEREI). Mae pob partner yn gwneud cyfraniad allweddol at wireddu ein huchelgais i gyfrannu at Genhadaeth Ein Cenedl a chyflawni ein gweledigaeth i 'Ddatblygu Athrawon Yfory Gyda'n Gilydd.' Nod sylfaenol CaBan yw cynorthwyo ein Hathrawon Cyswllt newydd i fod yn athrawon creadigol, hynod fedrus sy'n ysbrydoli, a fydd yn cyfrannu at y gwaith o gyflwyno Cwricwlwm i Gymru – cwricwlwm am oes (Llywodraeth Cymru, 2015). Mae'r papur hwn yn amlinellu: (i) ein gweledigaeth a chenhadaeth sylfaenol fel partneriaeth ddysgu; (ii) y dystiolaeth i gefnogi ein saf bwynt addysgegol strategol ar gyfer datblygu athrawon yfory; (iii) cyfraniad hanfodol mentora at ddatblygiad ein Hathrawon Cyswllt fel ymarferwyr adfyfyriol beirniadol; (iv) sut rydym yn integreiddio ymchwil fel elfen hanfodol o'n holl waith; (v) sut mae dyluniad ein rhaglen yn seiliedig ar y cysyniad o ymholiad proffesiynol a dysgu proffesiynol gydol gyrfa yr unigolyn; (vi) y dulliau dysgu penodol sy'n meithrin ymdeimlad Athrawon Cyswllt o'u 'hunaniaeth addysgu'; a (vii) pwysigrwydd diwylliant Cymru a'r iaith Gymraeg mewn addysg, a chyfraniad partneriaeth CaBan at ddatblygu gallu er mwyn helpu i wireddu gweledigaeth Llywodraeth Cymru o filiwn o siaradwyr Cymraeg erbyn 2050.