More than canons: teacher knowledge and the literary domain of the secondary English curriculum

Gordon, John

doi:10.1080/00131881.2012.734723

Cited by 5 publications

(4 citation statements)

References 44 publications

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“…The Zimbabwean context in which this study drew from is no different from the situation described by Fleming and Strevens (2015) and Gordon (2012). In Zimbabwe, Literature in English at secondary school context focuses on the study of works by English authors from the Western tradition such as Christopher Marlowe, Walter Raleigh, William Shakespeare, John Milton, Geoffrey Chaucer, Francis Bacon, John Donne, Alexander Pope, Jane Austen, Thomas Hardy, Charles Dickens, Oscar Wilde, T.S.…”

Section: Introductionmentioning

confidence: 61%

“…The O Level curriculum requires English teachers who possess a meta-cognitive understanding of Literature in English as a stand-alone subject, which is in contrast to the integrated form that they went through during their teacher training. Researchers such as Fleming and Strevens (2015) and Gordon (2012) confirm this inadequacy as emanating from a general fallacy that English Language knowledge preparation is the same as for Literature teaching. The perpetuation of this fallacy lies not only in teacher preparation programmes but is also evident in the teacher knowledge models suggested for ESL teaching, which fail to include teacher knowledge for Literature in English as a standalone subject.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

Mpofu

Jager

2018

English Teaching & Learning

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The purpose of this study was to identify beginner teachers' sources of knowledge for teaching literature in the English Second Language (ESL) classroom. A review of the literature on ESL teachers' knowledge indicated a paucity of studies that focus specifically on teaching knowledge for Literature as a stand-alone subject in ESL. In addition, ESL teacher training in most countries seemingly focuses on preparing pre-service teachers for language teaching rather than literature. To identify the sources of teaching knowledge for Literature teachers, this study adopted an interpretivist epistemological worldview and used a qualitative single case study design. Data were collected using non-participant observations and semi-structured interviews from four purposively selected Literature in English beginner teachers. Quality and ethical considerations were upheld in this study using a number of strategies. Inductive thematic analysis was used for data analysis. The analysis resulted in three sources of ESL Literature teaching, namely, theory of language education, the nature of the subject and problematic areas in Literature teaching. The findings may be of benefit to ESL teacher preparation programmes which could use them to provide pre-service teachers with multiple contexts as sources of teaching knowledge.

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Section: Introductionmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

Mpofu

Jager

2018

English Teaching & Learning

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“…Non-native English teachers, in particular, have an essential role in creating successful English learning environments. Ortaçtepe (2015) reported that educational settings play a critical role in fostering students' competence in English language learning, which may not be possible if teachers lack a comprehension of how they acquire English and how to appropriately implement that knowledge in the teaching and learning process (Gordon, 2012). Therefore, literacy development is beneficial for both teachers and students in English teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the demand for qualified and professional English teachers, the roles of teachers are badly needed for learners in English acquisition. For instance, to enhance successful English language teaching, teachers need to acquire literacy and knowledge regarding the English curriculum (Gordon, 2012). Along with it, they are expected to have more training and experience in teaching English so that something up-to-date related to English teaching will help them modify their teaching potential, teaching readiness, and manner to deliver materials in the best possible ways.…”

Section: Introductionmentioning

confidence: 99%

Barriers to Teaching English to Non-Native English-Speaking Teachers in Indonesian Secondary Schools: Policy Recommendations

Wahyuningsih¹,

Afandi²,

Kasriyati³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">In the Indonesian context, English is considered a local subject and there is no mandated curriculum for English in elementary schools. Meanwhile, English has been a compulsory subject taught at the secondary school level. The present study aims to explore barriers to teaching English experienced by non-native English teachers in Indonesian secondary schools and policy recommendations. The study employed a qualitative case study method. Concerning the data collection, the authors garnered the data through semi-structured interviews with six non-native English teachers teaching at private and public secondary schools in Indonesia. The findings of the study reveal that several barriers experienced by non-native English teachers include lack of training in English teaching and learning, academic literacy among non-native English teachers, school facilities, English-relevant materials, student motivation, and English exposure outside of school. Drawing on these results, some policy recommendations to improve English language teaching in the Indonesian context are discussed in this study.</p>

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Changing Knowledge, Changing Education

Schuck

Aubusson

Burden

et al. 2018

Uncertainty in Teacher Education Futures

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More than canons: teacher knowledge and the literary domain of the secondary English curriculum

Cited by 5 publications

References 44 publications

Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

Exploring Beginner Teachers’ Sources of Knowledge for Teaching Literature in ESL Classrooms

Barriers to Teaching English to Non-Native English-Speaking Teachers in Indonesian Secondary Schools: Policy Recommendations

Changing Knowledge, Changing Education

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