In this article I reflect on the early formation of my professional identity and practice. I argue that much of my early practice was 'decorative' in that it masked dominant structures and discourses that often limited learning opportunities. I consider how a dialogic approach to school English is important for offering more authentic teaching and…

This article investigates the professional memories of English teachers who began their careers between 1965 and 1975. The teachers began their careers in circumstances that offered opportunities to work in collectivist ways. Their memories reveal a strong collective identity, a powerful sense of agency and a critical engagement with the aims of…

This article explores how circumstances in different conjunctures influence the types of narrative, working practice and "Professional Memory" that English teachers construct. It is argued that the circumstances in which teachers begin their careers help to formulate attitudes, values and missions that remain potent over long periods.…