English Teachers The Unofficial Guide

Bethan Marshall traces the competing traditions of English teaching and considers their relevance to the current debate through an analysis of English teachers' views about themselves and their subject. The findings are based on a highly original research method in which teachers were asked to respond to and comment upon five different descriptions of their approaches to English teaching. English Teachers - The Unofficial Guide: *contextualises current debates about English teaching within the subject's contested history *provides a vehicle for teachers to reflect on their own practice and locate themselves within the debate *opens up the debate on assessment practices within English teaching.

Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of English. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make good use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a new teacher. The book comes with access to a companion website, www.sagepub.co.uk/secondary , where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach English this book will help you to improve your classroom performance, by providing you with practical advice, but also by helping you to think in depth about the key issues. It also provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE.

Outlining the controversies that have surrounded the academic discipline of English Literature since its institutionalization in the late nineteenth century, this important book draws on a range of archival sources. It addresses issues that are central to the identity of academic English - how the subject came into existence, and what makes it a specialist discipline of knowledge - in a manner that illuminates many of the crises that have affected the development of modern English studies. Atherton also addresses contemporary arguments about the teaching of literary criticism, including an examination of the reforms to A-Level literature.

The world of training to teach is changing, with moves to make teaching an M level profession. This change places new academic and critical demands on those undertaking PGCE courses, as well as the practical demands of working in the classroom. The Standards for training to teach have changed to encompass a model and a level of reflective practice that is new, and students on teacher training programmes are now required to demonstrate engagement with their subject and its pedagogy in a sustained and critical way at Masters level. Taking on a set of major issues surrounding the role of teacher of English, this book enables the reader to approach not only the practice of English, but also introduces them in a structured and practical way to the paradigmatic issues underpinning English as taught across the full Secondary age range and engages them with a range of policy and theoretical perspectives that will enable them truly and deeply to reflect on their processes as teachers and the impact of their teaching. It builds firm bridges between theory and practice through exploring evidence-based practice and pursues what this means for new English teachers. This book marks a step change in the literature available to support the professional development of student English teachers, as teaching is rapidly becoming a more research- and evidence-based profession. The materials in this book are innovative in supporting the development of the knowledge base in teaching at M level. Contributors: Angella Cooze, Robert Fisher, Jenny Grahame, Bethan Marshall, Jo McIntyre, Debra Myhill, Vicky Obied, Maggie Pitfield, Richard Quarshie, Gary Snapper, Linda Varley, Annabel Watson, Paula Zwozdiak-Myers

The Expert Teacher of English is for all passionate teachers – both novice and expert - who aspire to become outstanding professionals. It considers what we mean by ‘expert’ and ‘expertise’, explores concepts that are vital to understanding what expertise in teaching is ‘for’, and discusses the characteristics of excellent teaching. As increasing attention is being paid to the concept of the professional who can model excellent teaching and mentor and develop others, it provides a critical analysis of The Advanced Skills Teacher and the Excellent Teacher, as well as the Chartered Teacher in Scotland and the ‘highly accomplished teacher’ in the US. Ideas and issues considered include: The nature of English as a school subject What it means to be part of a profession Curriculum design, lesson planning and assessment Opportunities for technologies in the English classroom Working collaboratively with colleagues, mentoring and observation Continuing professional development and research Drawing on the views, ideas and experiences of a group of skilful teachers, The Expert Teacher of English aims to stimulate personal and professional development, help you reflect on the concept of expertise, and support you as you develop as a highly accomplished teacher.

What are the key debates in English teaching today? Debates in English Teaching explores the major issues all English teachers encounter in their daily professional lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Key issues debated include: the professional identity of English teachers attitudes to correctness in grammar and standard English the importance of the media and new technologies social class and literacy the nature of the dialogic classroom the role of wider reading the politics of early literacy. With its combination of expert opinion and fresh insight, Debates in English Teaching is the ideal companion for all student and practising teachers engaged in initial training, continuing professional development and master's level study.

The seminal Dartmouth Conference (1966) remains a remarkably influential moment in the history of English teaching. Bringing together leading voices in contemporary English education, this book celebrates the Conference and its legacy, drawing attention to what it has achieved, and the questions it has raised. Encompassing a multitude of reflections on the Dartmouth Conference, The Future of English Teaching Worldwide provides fresh and revisionist readings of the meeting and its leading figures. Chapters showcase innovative and exciting new insights for English scholars, and address both theoretical and practical elements of teaching English in a variety of settings and countries. Covering topics including the place of new media in English curricula, the role of the canon, poetry and grammar, the text is divided into three accessible parts: Historical perspectives Dartmouth today: why it still matters Reflections: but for the future. This powerful collection will be of value to researchers, postgraduate students, literature scholars, practitioners, teacher educators, trainee and in-service teachers, as well as other parties involved in the teaching and study of English.

Research on Becoming an English Teacher considers the process of becoming a teacher from a variety of perspectives, where the ambition is to consider how people can change themselves within that process. By pursuing an approach influenced by the psychoanalytic theory of Jacques Lacan, the authors consider practitioner research as an approach to professional and personal development, and how it might be understood as a strategy within both teaching and teacher education. Taking English teaching as the main example, this book explores the processes and discourses that shape the experience of English teaching in schools. Chapters consider the origin and development of English education, practice and theory in English education, the process of becoming a teacher in school-based environments and creating an analytical space for learning narratives in teacher education. This book will be of interest to academics, researchers and post-graduate students in the fields of teacher education, curriculum studies, educational theory and educational psychology.