Smith, L, Thomas, H, Chapman, S, Foley, J, Kelly, L, Kneen, J and Watson, A (2022) 'The dance and the tune: a storied exploration of the teaching of stories.' Changing English, 29 (1). pp. 40-52. ISSN 1469-3585
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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.
| Item Type: | Article |
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| Keywords: | English curriculum, Key Stage 3, fiction, knowledge, connoisseurship, teacher agency |
| Divisions: | School of Education |
| Identification Number: | https://doi.org/10.1080/1358684x.2021.1957669 |
| Date Deposited: | 24 Sep 2021 13:17 |
| Last Modified: | 28 Feb 2023 01:40 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14302 |
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