NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107491
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1358-684X
"Talking Together, Learning Together": The Story of English PGCE Student Teachers' Adventures in Classics
Smith, Lorna; Foley, Joan
Changing English: Studies in Culture and Education, v22 n1 p60-71 2015
This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Cambridge)
Grant or Contract Numbers: N/A