Full Description
The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time.
With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction.
International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.
Contents
Introduction: The remarkable careers of English teachers
Andrew Goodwyn
SECTION 1 WHAT MAKES AN ENGLISH TEACHER
Chapter 1: 'I can't imagine a better profession': Factors influencing the decision to teach English
Jacqueline Manuel and Janet Dutton
Chapter 2: Literature, university education and the making of English teachers
Wayne Sawyer, Larissa McLean Davies and Philip Mead
Chapter 3: English Teachers as Readers: Identity and Knowledge
Matthew Sroka, Judith Franzak and Don Zancanella
Chapter 4: Stylistics as pedagogy: the value of literary linguistics for the secondary literature classroom
Marcello Giovanelli
Chapter 5: Becoming an English teacher: An Arts-informed and inquiry-based model of Initial Teacher Education
Janet Dutton and Jackie Manuel
SECTION 2 INITIAL TEACHER EDUCATION
Chapter 6: A critical overview of ITE in England
Rachel Roberts
Chapter 7: On mirages and monsters: English Language Arts for the untimely
Dennis Sumara and Rebecca Luce-Kapler
Chapter 8: Developing English teachers in New Zealand: The battle for professional knowledge
Terry Locke
Chapter 9: Balancing intervention and agency: Reform agendas and innovations in Initial Teacher Education in Australia
Wayne Sawyer, Jacqueline Manuel and Cal Durrant
Chapter 10: The Complex Enterprise of US Secondary English Teacher Education
Marshall A. George, Melanie Shoffner and Lisa Scherff
Chapter 11: Blending the old with the new: Year-long Secondary English internships in Western Australia
Cal Durrant and Susan Ledger
Chapter 12: Disruptive synergy: Reframing the policy-practice discourse to transform teacher education
Tiffany Karalis Noel, Amanda Winkelsas and Julie Gorlewski
SECTION 3 LIFE AS AN ENGLISH TEACHER
Chapter 13: A praxis of pre-service English teacher writing: Walter Benjamin and 'operating writers' in an age of standardisation
Graham Parr, Scott Bulfin and Fleur Diamond
Chapter 14: Sustaining professional learning for sustainable rural contexts: The power of the National Writing project in developing adaptive expertise
James E. Fredricksen and Tanya Baker
Chapter 15: An activist democratic model of teacher professional learning: The Teaching and Learning Caskets Imaginarium
Jacqueline Manuel, Claire Hansen and Liam E. Semler
Chapter 16: Developing teachers' writing lives: A case study of English teacher professional learning
Don Carter and Joanne Yoo
Chapter 17: The fate of critical literacy in an age of standards-based hegemonies: The New Zealand context
Susan Sandretto, Derek Shafer and Terry Locke
SECTION 4 GREAT TEACHERS OF ENGLISH
Chapter 18: The attrition of the expertise of teachers of English: From the rich pedagogy of personal and social agency to the poverty of the powerful knowledge heritage model
Andrew Goodwyn
Chapter 19: Expert English teachers as/in groups
Wayne Sawyer
Chapter 20: Long time becoming: The role of cultural memory and professional learning in sustaining English teaching
Fleur Diamond, Scott Bulfin and Graham Parr
Chapter 21: Teachers of writing also write: Insights from the Toronto Writing Project
Ben Gallagher, Ashleigh A. Allen and Rob Simon
Chapter 22: The courage to teach today: What do teachers need?
Ken Lindblom and Leila Christenbury
