Talking Together, Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics

Lorna A Smith, Joan Foley

Research output: Contribution to journalArticle (Academic Journal)peer-review

3 Citations (Scopus)

Abstract

This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.
Original languageEnglish
Pages (from-to)60-71
Number of pages12
JournalChanging English
Volume22
Issue number1
Early online date30 Jan 2015
DOIs
Publication statusPublished - Jan 2015

Keywords

  • storytelling
  • national curriculum
  • initial teacher education (ITE)
  • oracy
  • student teachers

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