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

1 Citation (Scopus)

23 Downloads (Pure)

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

Access to Document

10.1080/1358684X.2021.1957669

Full-text PDF (final published version)
This is the final published version of the article (version of record). It first appeared online via Taylor and Francis at https://doi.org/10.1080/1358684X.2021.1957669 . Please refer to any applicable terms of use of the publisher.
Final published version, 636 KBLicence: CC BY

Handle.net

Persistent link

Embargoed Document

Full-text PDF (author’s accepted manuscript)
Accepted author manuscript, 303 KB
Licence: CC BY-NC
Embargo ends: 28/02/23
Request copy

Cite this

@article{4966b6a3321549bbaa54881d6f3b8916,

title = "The Dance and the Tune: A storied exploration of the teaching of stories",

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. ",

keywords = "English curriculum, Key Stage 3, Fictionalisation, Story, Connoisseurship, teacher agency",

author = "Lorna Smith and Helena Thomas and Susan Chapman and Joan Foley and Lucy Kelly and Judith Kneen and Annabel Watson",

note = "Publisher Copyright: {\textcopyright} 2021 The editors of Changing English.",

year = "2021",

month = aug,

day = "31",

doi = "10.1080/1358684X.2021.1957669",

language = "English",

journal = "Changing English",

issn = "1358-684X",

publisher = "Taylor & Francis Group",

}

TY - JOUR

T1 - The Dance and the Tune

T2 - A storied exploration of the teaching of stories

AU - Smith, Lorna

AU - Thomas, Helena

AU - Chapman, Susan

AU - Foley, Joan

AU - Kelly, Lucy

AU - Kneen, Judith

AU - Watson, Annabel

PY - 2021/8/31

Y1 - 2021/8/31

N2 - 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.

AB - 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.

KW - English curriculum

KW - Key Stage 3

KW - Fictionalisation

KW - Story

KW - Connoisseurship

KW - teacher agency

U2 - 10.1080/1358684X.2021.1957669

DO - 10.1080/1358684X.2021.1957669

M3 - Article (Academic Journal)

JO - Changing English

JF - Changing English

SN - 1358-684X

ER -

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

Abstract

Bibliographical note

Keywords

Access to Document

Handle.net

Embargoed Document

Fingerprint

Cite this