Abstract
This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught.
Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.
Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.
| Original language | English |
|---|---|
| Pages (from-to) | 40-52 |
| Number of pages | 13 |
| Journal | Changing English |
| Volume | 29 |
| Issue number | 1 |
| Early online date | 31 Aug 2021 |
| DOIs | |
| Publication status | Published - 17 Feb 2022 |
Keywords
- English Curriculum
- Key Stage 3
- Fiction
- Knowledge
- Connoisseurship
- Teacher agency
- connoisseurship
- fiction
- teacher agency
- English curriculum
- knowledge