How L.A.T.E. it was, how L.A.T.E.

Gibbons, Simon

doi:10.1111/j.1754-8845.2008.00010.x

Cited by 6 publications

(5 citation statements)

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“…Gibbons (2008) notes, for example, that the archive of the London Association for the Teaching of English (LATE) shows the important part played by the LATE study groups which as early as 1948 included a 'drama in the classroom' group (Gibbons 2008, 126).…”

Section: The National Curriculum Construction Of English and Dramamentioning

confidence: 98%

The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English

Pitfield

2013

Pedagogy, Culture & Society

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At the level of policy the relative 'value' of subjects is determined by their official curriculum designation, creating a hierarchy of learning within which particular subjects are categorised as optional to the educational experience of young people. This situation is well-illustrated by the marginalised position of drama in the National Curriculum for England and Wales in which drama appears as an adjunct to the 'core' subject English. Yet at school level drama has survived as a discrete and reasonably embedded subject. Drawing on questionnaire and interview data, I investigate the effects of this mismatch on the emergence of pedagogical content knowledge, linked to notions of professional self, in drama student-teachers at one university in the UK. Findings indicate that the student-teachers, whilst not entirely eschewing a less-regulated relationship between the two subjects, view the curriculum for English and its accompanying assessment regime as an inadequate host for drama. In addition, they regard teacher autonomy over curriculum content and pedagogy as indicative of a high degree of professional expertise. This suggests that a case can be made for re-evaluating the nature of the relationship between drama and English and its representation in policy-constructed curricula. Introduction and overviewThis paper investigates the influence of curriculum policy on the development of pedagogical content knowledge in student-teachers of drama during their initial teacher education (ITE) year at a London university. 1 It comes out of a larger study, pursued with three cohorts over consecutive years,

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Section: The National Curriculum Construction Of English and Dramamentioning

confidence: 98%

The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English

Pitfield

2013

Pedagogy, Culture & Society

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“…There was a notable lack of external intervention in curriculum and pedagogy, and – with the exception of examination syllabuses – assessment. In writing about the early findings of this work (Gibbons 2008) I somewhat pessimistically alluded to the fact that it may just have been an accident of the time that allowed the work of L.A.T.E. to flourish, the very vacuum created by a new schooling system unaccompanied by curriculum intervention forced the hand of English teachers and gave them the freedom in which to work.…”

Section: Considering the London Association For The Teaching Of Englimentioning

confidence: 99%

‘The fun we had and the way we went about it’: Is now the time to learn lessons from L.A.T.E.’s past?

Gibbons

2010

English in Education

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In the United Kingdom there appears to be a move to reduce the influence of 'top down' or centrally driven teaching and learning reforms in favour of returning control to schools and teachers to make necessary improvements at a local level. In this context, ideas about 'professional learning communities' or 'communities of practice' are potentially fruitful. This article, drawing on the author's own research, suggests that if we are to take subject English into a life beyond the National Strategies, it would be worth our remembering how one English 'community of practice' -the London Association for the Teaching of English -helped to shape one model of the discipline.

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“…(On the history of LATE see Gibbons 2008Gibbons , 2009a One of the main initial purposes of LATE was to campaign for the reform of the O level examination described earlier. As time went on, however, LATE came to perform much of the function of continuing professional development, entirely of its own initiative and in no way as an agency of central or local government.…”

Section: The Profession: New Developmentsmentioning

confidence: 99%

“…The context most relevant to teachers where serious thinking and disciplined observation and recording were practised was LATE's study groups, in which teachers from higher education participated alongside those from schools. 'A membership list from 1948 shows active members divided into seven study groups: "drama in the classroom"; "speech"; "school certificate English"; "English syllabus in the modern and non-selective secondary school"; "projects and group work"; "textbooks"; and "methods of teaching composition"' (Gibbons, 2008). Groups on talk and writing in the 1960s and early 1970s resulted in published books.…”

Section: The Role Of Theorymentioning

confidence: 99%

Teachers learning in a London school: autonomy and development in the 1950s

Medway¹

2012

L1 Educational Studies in Language and Literature

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in a London school: Autonomy and development in the 1950s. A contribution to The inescapability of language, a special issue of L-1, guest edited by Iris Pereira and Brenton Doecke. L1-Educational Studies in Language and Literature, 12, pp. 1-32. http://dx.doi.org/10.17239/L1ESLL-2012.03.03 Correspondence concerning this article should be addressed to : Peter Medway, Department of Education and Professional Studies, King's College London, Waterloo Road, London SE1 9NH. +44 (0)20 7848 3167. Email peter.medway@kcl.ac.uk TEACHERS LEARNING IN A LONDON SCHOOL: AUTONOMY AND DEVELOPMENT IN THE 1950SA contribution to The inescapability of language, a special issue of L-1 PETER MEDWAYKing's College London ABSTRACT In the first two decades after the war L1 teachers in an 'experimental' London 'comprehensive' school (11-18) devised a common English curriculum and pedagogy for the entire ability range of students. In the absence of official support the teachers acted as a self-constituted professional learning community, engaged equally in developing school practice and participating in the optimistic politics and culture of post-war Britain. The article describes both the innovatory work in classrooms and the teachers' learning experiences and offers an argument of potential relevance today, drawing on a research project gathering a rich range of data that include oral history interviews with former teachers and students and documentary evidence. The account focuses on one aspect of English: the relationship between spoken and written language. It follows a succession of teachers who discovered new ways of exploiting that relationship in the classroom while collaborating in a new professional association not only with other teachers but with university colleagues involved in theoretical work on language development and students' learning. I argue that what powered the teachers' innovatory energy was their belief in education as a political project and their commitment to collaboration and professional autonomy.

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How L.A.T.E. it was, how L.A.T.E.

Cited by 6 publications

References 6 publications

The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English

The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English

‘The fun we had and the way we went about it’: Is now the time to learn lessons from L.A.T.E.’s past?

Teachers learning in a London school: autonomy and development in the 1950s

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