How Student‐teachers Approach the Teaching of Reading

At the Interface Between Personal History, Theory and Practice

Bibliographic Data

ID20502014
AuthorsMaggie Pitfield (0000-0001-8470-1274, University of London, corresponding author), Vicky Obied (University of London), Vicky Macleroy Obied (Goldsmiths University of London)
Year2010
Volume17
Issue1
Pages35-44
Publication date2010-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13586840903557043
OpenAlexW2049344367
LanguageEN
Citations received1
References cited9

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. Keywords: teaching of readinginitial teacher education

Curriculum · Mathematics education · Pedagogy · Political science · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology · Reflective Practices in Education

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