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 |
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Number of pages | 14 |
Journal | Changing English: Studies in Culture and Education |
DOIs | |
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