“From pre-service to early-career English teacher in the UK: Negotiating powerful myths
Abstract
Purpose – The purpose of this study is to investigate contemporary pre-service English teacher education in the UK and the transition, for one individual, from pre-service into early-career English teacher. The investigation explores how standards-based education reforms are narrowing the scope of professional practice in UK schools, especially in regard to the creativity of teachers and students. Design/methodology/approach – The authors use critical autobiography (Haug, 1992; Miller, 1995; Rosen, 1998) and dialogic storytelling strategies (Doecke and Parr, 2009; Parr et al., 2015), that are grounded in Bakhtinian (1981) theories of language, education and creativity.
Findings – The essay critically illustrates how standards-based reforms are narrowing the professional practice of English teachers in secondary classrooms in England and compares this with one account of pre-service teacher education in which prospective teachers are taught to appreciate the situated nature of teaching and learning and the power of creative practices to engage students in their learning and development.
Originality/value – The critical and creative use of dialogic storytelling strategies allows the authors to present rigorously contextualised accounts of English teacher education and English teaching in England. The reflexive accounts complement the increasing numbers of studies that are showing the injurious effects of standards-based education reforms on English teaching and learning in schools.
Reference
Turvey, A. M., & Lloyd, J. (2016). From pre-service to early-career English teacher in the UK: negotiating powerful myths. English Teaching: Practice & Critique, 15(2), 236–250. https://doi.org/10.1108/ETPC-02-2016-0036
Journal
English Teaching: Practice and Critique
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Critical autobiography
- Dialogic storytelling strategies
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- English Methods Course
- Inservice teaching
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
1
Other Participant Data
- Inservice Teachers
- University Professor
Duration of Data Collection
Data Sources
- assignments
- Autobiographies
Data Analysis Tools
- Bakhtinian theory of language, education, and creativity
Researcher Positionality
- Inside (preservice/inservice teacher studying their own practice)
- inside (staying their own students)
Research Questions
"How are standards-based education reforms narrowing the scope of professional practice in UK schools, especially in regard to the creativity of teachers and students?" (p.236).
Is this research question explicit from the manuscript? Yes