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.
|Number of pages||14|
|Journal||Changing English: Studies in Culture and Education|
|Publication status||Published - 31 Aug 2021|
Bibliographical notePublisher Copyright:
© 2021 The editors of Changing English.
- English curriculum
- Key Stage 3
- teacher agency