The Dance and the Tune: A Storied Exploration of the Teaching of Stories

Autor/inn/en	Smith, Lorna; Thomas, Helena; Chapman, Susan; Foley, Joan; Kelly, Lucy; Kneen, Judith; Watson, Annabel
Titel	The Dance and the Tune: A Storied Exploration of the Teaching of Stories
Quelle	In: Changing English: Studies in Culture and Education, 29 (2022) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Lorna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.1957669
Schlagwörter	Fiction; Student Teachers; Secondary School Students; Reading Material Selection; Student Teacher Attitudes; Foreign Countries; Curriculum; Teaching Methods; Instructional Effectiveness; Professional Autonomy; English Literature; English Teachers; English Instruction; Teacher Education Programs; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Fiktion; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Sekundarschüler; Ausland; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Berufsfreiheit; Englische literatur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01