NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1160925
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1358-684X
How Student-Teachers Approach the Teaching of Reading: At the Interface between Personal History, Theory and Practice
Pitfield, Maggie; Obied, Vicky
Changing English: Studies in Culture and Education, v17 n1 p35-44 2010
This article charts the progress of one cohort of student-teachers (variously known as beginning teachers and pre-service teachers) training to teach English in London secondary schools during 2008-9. The research focuses specifically on the experiences which facilitate their development as confident and creative teachers and assessors of reading at Key Stage 3 (11-14 years). Findings indicate that it is the interaction--and tensions--between their personal reading histories, engagement in theory, and practice within the social environment of the classroom which shape their burgeoning identities as teachers of literature and reading. This year-long study demonstrates that for some a growing confidence has enabled them to look beyond approaches advocated by statutory curriculum frameworks to develop their own view of innovative practice in the teaching of reading.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A