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1.
Simon Gibbons 《English in Education》2010,44(3):252-265
In the United Kingdom there appears to be a move to reduce the influence of ‘top down’ or centrally driven teaching and learning reforms in favour of returning control to schools and teachers to make necessary improvements at a local level. In this context, ideas about ‘professional learning communities’ or ‘communities of practice’ are potentially fruitful. This article, drawing on the author’s own research, suggests that if we are to take subject English into a life beyond the National Strategies, it would be worth our remembering how one English ‘community of practice’– the London Association for the Teaching of English – helped to shape one model of the discipline. 相似文献
2.
Current and recent policy around curriculum and pedagogy for English in England has seen a lack of principled thinking about what the subject should be and how it should best serve the needs of children. In postwar England, in London in particular, teachers and academics working within the London Association for the Teaching of English (L.A.T.E.) were engaged in just such principled thinking, driven by the need to formulate a ‘new' English in the context of a changing school landscape and a changing school population. Central to L.A.T.E.'s work was the focus on the child, and the need to devise a model of the subject that was, at its core, responsive to the experience, interests and language of students. Given the direction central policy around English has taken in the past 20 years, this article considers the importance of reevaluating L.A.T.E.'s work, and considers two key conferences in the history of the Association as important watershed moments in the development of these aspects of ‘London' English. In doing so, it argues that the questions for which L.A.T.E. members sought answers are precisely those that should be asked today, but that seem to be absent from policymakers' debates about English. 相似文献
3.
Once again, the National Curriculum orders for English are being rewritten. The writers of the new curriculum have looked to the education systems of ‘high-performing jurisdictions’ for inspiration. The result is a curriculum draft that offers a limited view of the subject and one which apparently fails to prioritise the needs of the learner. The model of English developed in the postwar years by those working within the London Association for the Teaching of English (LATE) offers a very different view of the subject. The Aims of English Teaching is an early document articulating LATE’s vision of the subject; this article offers a reading of this document and suggests that there may be much in this history to draw on as teachers are apparently offered more freedom to design their own programmes of study. 相似文献
4.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献
5.
Lyn Yates Larissa McLean Davies Lucy Buzacott Brenton Doecke Philip Mead Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68
This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education. 相似文献
6.
7.
John Gordon 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):375-390
Background:?The matter of teacher knowledge in the curriculum subject of English is not simple. Certainly it is not easy to delineate what its ‘content knowledge’ should be and how this relates to other aspects of teacher knowledge. In the context of education policy in England, at a time of change when the nature of the subject and its pedagogy are under scrutiny, the issue acquires heightened relevance from an initial teacher preparation perspective. Purpose:?This paper sets out to consider the following questions: how do teachers of English acquire their teacher knowledge? What is known about the nuanced process of teacher knowledge development in English? Curriculum content is one element of teacher knowledge, but in the literary domain of English it does not suffice to specify what and how much should be read. The questions are discussed from the perspective of the knowledge development of postgraduate English teachers during initial teacher preparation. Sources of evidence:?Literature concerning the development of teacher knowledge and expertise both generally and in the curriculum subject of English is critically discussed. Within the literature, the notion of the mentor–novice dialogue is identified as an important way of developing teacher knowledge. Alongside the literature, three illustrative mentor accounts are presented, drawn from the experience of postgraduate students learning to teach English to secondary school pupils. Main argument:?The mentor accounts suggest that the boundaries of English are not easily demarcated. They indicate that the knowledge developed is other than the ‘content’ knowledge that might be acquired through initial degree studies. It is argued that teacher education demands a conception of teaching that takes full account of this knowledge development. At the same time, specific dispositions that do not automatically follow from prior academic attainment appear to be relevant. It is suggested that how these are cultivated, and how they are distinctive to the subject discipline are important questions for initial teacher preparation. Conclusions:?Whatever the new contexts for initial teacher preparation, understanding how teachers acquire and apply ‘teacherly’ knowledge deserves as much attention as the content of a subject or the prior attainment of entrants to the profession. Initial teacher preparation arrangements need to acknowledge the complexity of learning to teach English as a curriculum subject. Learning to teach is a nuanced process, requiring engagement with a dedicated pedagogical content knowledge. In literary English teaching, this comprises attention to micro and macro aspects concurrently, for example through attention to individual texts concurrent with consideration of conceptions of readers and reading. 相似文献
8.
Mary Hilton 《Literacy》2006,40(1):36-41
This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise. 相似文献
9.
Elizabeth Wood 《Curriculum Journal》2016,27(3):387-405
A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavour to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play, and learning. 相似文献
10.
This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio‐cultural framing of education, for which the videogame L. A. Noire was studied within the orthodox framing of the English literature curriculum at A level (pre‐university) and undergraduate (degree level) in the United Kingdom. A mixed methods approach was adopted. Firstly, students contributed to a gameplay blog requiring them to discuss their in‐game experience through the ‘language game’ of English literature, culminating in answering a question constructed with the idioms of the subject's set text ‘final examination’. Secondly, students taught their teachers to play L. A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles to work through a set of study materials, designed to reproduce the conventions of the ‘study guide’ for literature education. Fourthly, interviews were conducted after each phase. The interviews informed a redrafting of the study materials, which are now available online for teachers. In the act of inserting the study of L. A. Noire into the English literature curriculum as currently framed, this research raises epistemological questions about ‘subject identity’, and the implications for digital transformations of texts for ideas about cultural value in schooled literacy and also the politics of ‘expertise’ in pedagogic relations. 相似文献
11.
There is widespread system response to the perceived needs of education for twenty-first century, where learning-to-learn is privileged and schools are organised to prepare young people for work. One casualty of such skills-led teaching is deep thinking about curriculum questions and the knowledge contents of teaching in relation to the needs, motivations and experiential knowledge of students. In this paper we argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The paper shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher. This paper supports subject specialism in teaching in a manner that respects the social and cultural capital of young people and their role in knowledge creation together with the emancipatory significance of gaining epistemic access to disciplinary knowledge. 相似文献
12.
A stream of debate (including a previous special issue of this journal (25(1) 2014)) has made claims not just for ‘bringing knowledge back in’ as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the ‘discipline’ of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant feature of what the curriculum does? The findings from the project are used both to illustrate and test these questions, and to challenge some over-simple assumptions about the verticality of this form of knowledge for education purposes. 相似文献
13.
English,literacy, rhetoric: changing the project? 总被引：2，自引：0，他引：2
Bill Green 《English in Education》2006,40(1):7-19
In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ‘literature’ to ‘literacy’, as organizing principles for the field, and on the other, from ‘language’ to ‘rhetoric’. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two‐fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow. 相似文献
14.
Anne Rankin Mahoney 《Early Childhood Education Journal》1996,23(4):191-196
Feminist theorists are raising questions about assumptions still common in the fields of family and child development which
are relevant to early childhood educators. This article discusses why content and pedagogy work together in feminist classrooms
and reviews research on the stages that many students and instructors move through as they learn about ways in which women
continue to struggle for equal status in modern American society. 相似文献
15.
For more than 20 years, Gunther Kress has made a powerful contribution to the debate about the English curriculum. The National Literacy Strategy represents an official endorsement of his ideas, particularly concerning the explicit teaching of ‘non‐fictional’ genres. In this sense, Kress's work exerts a significant influence upon the pedagogy and practice of the contemporary English classroom. Interestingly, however, research suggests that many practitioners still feel committed to earlier, deep‐rooted traditions which place personal engagement with literature at the heart of the English curriculum—a theoretical position which Kress has done much to critique. 相似文献
16.
Grammar for Writing? A Critical Review of Empirical Evidence 总被引：2，自引：0，他引：2
Dominic Wyse 《British Journal of Educational Studies》2001,49(4):411-427
Governmental concerns about primary children's performance in writing in the Standard Assessment Tasks (SATs) have resulted in the 'Grammar for Writing' Initiative. This resource and the associated in-service training is intended to raise standards in the teaching of writing. The article reviews SATs reports, inspection reports and research evidence in order to address the question: to what extent can this development be justified by empirical evidence on the teaching of grammar? It is concluded that the initiative is not supported by research evidence and that changes will need to be made to English curriculum policy and pedagogy if children's writing is to further improve. 相似文献
17.
以内容为依托的语言教学(CBI)将语言教学建立在学科知识基础上,使语言学习和知识学习协同互进。CBI理念下的中医学术英语教学围绕中医相关主题开展语言教学,满足医学生的英语学习需要。基于CBI理念探讨了中医院校中医学术英语教学模式,根据本科生与研究生的不同学习需求双层构建学术英语课程体系,并根据课程体系分别设计项目教学法和体裁教学法,从而提高非英语专业学生的英语运用能力和医学论文写作水平。 相似文献
18.
Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this research is to reveal the pedagogical experiences of primary school teachers in relation to scenarios inclusive of diverse sexualities. Social constructionist theories of pedagogy and phenomenographic methods are used to provide a detailed analysis of the ways in which primary teacher participants conceptualise their encounters with students who introduce concepts of diverse sexualities. This research reveals that primary students ask questions about diverse sexualities, they use homophobic expressions (often as a daily occurrence), they sometimes reveal homosexual feelings to teachers, some have same-sex parents and some are being raised with knowledge of diverse sexualities. Without comprehensive policy and curriculum support, and appropriate professional learning for teachers, teachers are unable to make well-informed pedagogical decisions that promote inclusive education. 相似文献
19.
李跃红 《宁波教育学院学报》2011,13(5):131-134
课堂提问,是课堂教学的重要途径,是师生之间进行信息和情感交流的重要环节。本研究采用课堂观察法,拟从提问的类型、回答方式、提问技巧和教师对学生回答的反馈四个方面对人大附中的一节优质英语公开课进行分析,旨在为新课程下提高外语教学的有效性提供建议。 相似文献
20.
商务英语课程体系设计构想 总被引：6，自引：0，他引：6
王玉平 《辽宁师范大学学报(社会科学版)》2005,28(4):75-76
商务英语在我国已经基本发展成为一个学科,但是对于学科建设和课程体系设计的研究还远远不够。通过回顾商务英语教学的国际国内历史和研究现状,运用课程设计原理和方法,考察社会对商务英语人才的需求,并对商务英语学科体系特点和课程体系的设计进行探讨。 相似文献