Research Repository

See what's under the surface

Possibility in impossibility?: working with beginning teachers of English in times of change

McIntyre, Joanna; Jones, Susan

Authors

Joanna McIntyre Joanna.Mcintyre@nottingham.ac.uk

Susan Jones

Abstract

Beginning teachers of English are entering a profession in which their subject is increasingly framed according to prescriptive models of literacy. This is happening at a time of shift away from university ITE provision towards schoolled training. We offer a spatialised theorisation of the ways in which beginning teachers of English have drawn from the balance of practical and theoretical approaches encountered in their qualifying year to engage with tensions between policy and practice. We suggest that university ITE provides important interstitial spaces in which they can explore some of these tensions and navigate pedagogies, principles and values. In doing so, they are negotiating alternatives, which, we argue, represent powerful potential for their future within the profession.

Journal Article Type Article
Publication Date Feb 20, 2014
Journal English in Education
Print ISSN 0425-0494
Electronic ISSN 1754-8845
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 48
Issue 1
Institution Citation McIntyre, J., & Jones, S. (2014). Possibility in impossibility?: working with beginning teachers of English in times of change. English in Education, 48(1), doi:10.1111/eie.12029
DOI https://doi.org/10.1111/eie.12029
Keywords TE, English, space, policy, change
Publisher URL http://onlinelibrary.wiley.com/doi/10.1111/eie.12029/abstract
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0

Files

McIntyre_et_al-2014-English_in_Education (1).pdf (97 Kb)
PDF

Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0




Downloadable Citations