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ERIC Number: ED512165
Record Type: Non-Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 13
The Professional Identity of English Teachers in the Secondary School
Findlay, Kate
Online Submission, Paper presented at the Annual Meeting of the British Educational Research Association (Coventry, United Kingdom, Sep 1-4, 2010)
The paper reports on a research study investigating the professional identity of English teachers in the secondary school in the UK, and the effects of their subject philosophies and their conceptions of learning on their teaching. The various and often competing definitions of the subject have a long history, and a number of factors have been brought to bear on the development of English teachers' identities, beliefs and practices. The research is being undertaken at a time when English has been subject to a decade of government initiatives to raise the profile of literacy teaching in English, starting with the Key Stage 3 Strategy and Framework for Teaching English in 2001, followed by the Secondary National Strategy in 2003. The external pressure to meet quantifiable targets with the Key Stage 3 National Curriculum tests and the imperatives of the Literacy Strategy have been seen by many in the profession as diminishing their autonomy, and undermining their teaching. A focus on functional literacy has been criticised for the detrimental effect it has on students' creativity and enjoyment of Literature. The teaching of grammar is a further topic that has been highly contested, whether it is enabling for students, or a policing of language that stifles creativity. The decade has also seen the development of new technologies, particularly interactive multimedia and the internet, which have the potential to change teaching practices and what counts as knowledge in English. With the relaxation in prescription and the demise of the Key Stage 3 National Curriculum tests, English teachers have reclaimed some of the professional agenda. The paper reports on interviews with contemporary English teachers to identify the influences that have been brought to bear on the development of their professional identities, and to locate their beliefs about the subject and how it should be taught in the light of the current state of the subject.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom