The Dance and the Tune: A storied exploration of the teaching of stories

Lorna Smith; Helena Thomas; Susan Chapman; Joan  Foley; Lucy Kelly; Judith Kneen; Annabel Watson

doi:10.1080/1358684X.2021.1957669

The Dance and the Tune: A storied exploration of the teaching of stories

Lorna Smith, Helena Thomas, Susan Chapman, Joan Foley, Lucy Kelly, Judith Kneen, Annabel Watson

Research output: Contribution to journal › Article (Academic Journal) › peer-review

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.

Original language	English
Number of pages	14
Journal	Changing English: Studies in Culture and Education
DOIs	https://doi.org/10.1080/1358684X.2021.1957669
Publication status	Published - 31 Aug 2021

Bibliographical note

Publisher Copyright:
© 2021 The editors of Changing English.

Keywords

English curriculum
Key Stage 3
Fictionalisation
Story
Connoisseurship
teacher agency

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abstract = "This paper tells a story of one student teacher{\textquoteright}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. ",

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AU - Kneen, Judith

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ER -

The Dance and the Tune: A storied exploration of the teaching of stories

Abstract

Bibliographical note

Keywords

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