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Learning to be a secondary English teacher: Complex
realities in the first 18 months
Learning to be a secondary English teacher: Complex
realities in the first 18 months
Susan Lovett and Ronnie Davey
Susan Lovett and Ronnie Davey
Context for studyContext for study
3 year TLRI study on the role of ITE and BT induction in the preparation and retention of NZ secondary teachers
Focus on preparedness for being a teacher of English
28 English teachers from 111 case studies of secondary teachers across all subjects
3 year TLRI study on the role of ITE and BT induction in the preparation and retention of NZ secondary teachers
Focus on preparedness for being a teacher of English
28 English teachers from 111 case studies of secondary teachers across all subjects
Our sample: DemographicsOur sample:
Demographics• 78% Pakeha • 3% Maori• 21% European, Asian, Eurasian and Australian• 21% male ( all over 31)• 50% 21-30 yrs; 28% 31- 40yrs • 10% 41-50 and 10% over 51• 75% had worked before teaching
• 78% Pakeha • 3% Maori• 21% European, Asian, Eurasian and Australian• 21% male ( all over 31)• 50% 21-30 yrs; 28% 31- 40yrs • 10% 41-50 and 10% over 51• 75% had worked before teaching
Our sampleOur sample
Teaching subject(s) for 2006
42.9% English35.7% English plus other
subject(s)21.4% Other subject(s) plus
English
Teaching subject(s) for 2006
42.9% English35.7% English plus other
subject(s)21.4% Other subject(s) plus
English
Our sampleOur sample
Teaching subject(s) for 2007
49.3% English35.7% English plus other subject(s)11% Other subject(s) plus English11% No longer teaching English3% Left
Teaching subject(s) for 2007
49.3% English35.7% English plus other subject(s)11% Other subject(s) plus English11% No longer teaching English3% Left
Understanding the challenges and complexities
Understanding the challenges and complexities
STAGE THEORIES
For example:
Ryan (1986) 3 stages in the teacher’s journey: fantasy,survival and mastery.
Gold (1996) identifies a time between fantasy and survival that she calls the “loss of a dream”
Berliner novice/beginner, through to expert
Huberman
STAGE THEORIES
For example:
Ryan (1986) 3 stages in the teacher’s journey: fantasy,survival and mastery.
Gold (1996) identifies a time between fantasy and survival that she calls the “loss of a dream”
Berliner novice/beginner, through to expert
Huberman
Understanding the challenges and complexities
Understanding the challenges and complexities
Hargreaves & Fullan (1992) divide the teacher’s development into three overlapping areas, namely:
1. Professional learning as self-understanding 2. Professional learning as knowledge and skill development
and developing identity 3. Professional learning as ecological change.
importance of the education system and individual teacher in context rather than broad developmental steps passed through by all individuals
“ growth will not occur for the beginning teacher if there is not time for critical reflection and they are consistently isolated.”
Hargreaves & Fullan (1992) divide the teacher’s development into three overlapping areas, namely:
1. Professional learning as self-understanding 2. Professional learning as knowledge and skill development
and developing identity 3. Professional learning as ecological change.
importance of the education system and individual teacher in context rather than broad developmental steps passed through by all individuals
“ growth will not occur for the beginning teacher if there is not time for critical reflection and they are consistently isolated.”
Understanding the challenges and complexities
Understanding the challenges and complexities
• Britzman (2003) “To view the problem of learning to teach as simply one of preparedness and ill-preparedness does not allow for the contradictory realities that individuals confront” (pp. 221-222).
• Labaree (2000) highlights the "irreducible complexity…[as] teaching is always
contingent on a vast array of variables that mediate" (p. 231) the learning/teaching relationship.
• Britzman (2003) “To view the problem of learning to teach as simply one of preparedness and ill-preparedness does not allow for the contradictory realities that individuals confront” (pp. 221-222).
• Labaree (2000) highlights the "irreducible complexity…[as] teaching is always
contingent on a vast array of variables that mediate" (p. 231) the learning/teaching relationship.
2 interviews in first year1 interview in second year2 interviews in first year
1 interview in second year
Reflecting on ITE programme and induction to determine experiences and satisfaction levels with learning about: Effective classroom management Meeting the needs of diverse learners Developing identities as teachers Formal and informal mentoring Areas sought/received support Satisfaction in teaching roles Future aspirations
Reflecting on ITE programme and induction to determine experiences and satisfaction levels with learning about: Effective classroom management Meeting the needs of diverse learners Developing identities as teachers Formal and informal mentoring Areas sought/received support Satisfaction in teaching roles Future aspirations
Key questionsKey questions
What is unique about the preparedness of secondary teachers of English?
What helps a teacher of English to survive and thrive as a classroom teacher?
What is the nature of their experience?
What are the implications for departments/HODs and mentors?
What is unique about the preparedness of secondary teachers of English?
What helps a teacher of English to survive and thrive as a classroom teacher?
What is the nature of their experience?
What are the implications for departments/HODs and mentors?
Initial Framework to understand the ‘what’ and
‘how’ of becoming an English teacher
Initial Framework to understand the ‘what’ and
‘how’ of becoming an English teacher
Grossman (1990)Knowledge of :
subject mattergeneral pedagogypedagogical contentcontext
Grossman (1990)Knowledge of :
subject mattergeneral pedagogypedagogical contentcontext
English in the NZ curriculum
English in the NZ curriculum
• making and creating meaning• non-content specific - no prescribed texts but widely inclusive (language /literature /media /drama/ moving and static image
• main subject for achieving literacy credits UE (technical writing skills)
• making and creating meaning• non-content specific - no prescribed texts but widely inclusive (language /literature /media /drama/ moving and static image
• main subject for achieving literacy credits UE (technical writing skills)
Subject matter/curriculum knowledge ITE
Subject matter/curriculum knowledge ITE
Seen as important
Value of practicum as place to practise teaching topics and also learn subject content
Haphazardness and unevenness of experiences
Seen as important
Value of practicum as place to practise teaching topics and also learn subject content
Haphazardness and unevenness of experiences
Subject matter/curriculum knowledge Year 1
Subject matter/curriculum knowledge Year 1
Coming to grips with new content ongoing development and
applications of subject curriculum knowledge and pedagogies
complexity of teaching more than one subject in first position
Coming to grips with new content ongoing development and
applications of subject curriculum knowledge and pedagogies
complexity of teaching more than one subject in first position
Pedagogical content knowledge ITE and 1st
year
Pedagogical content knowledge ITE and 1st
year
Multiple sources…ongoing learning curve
• Many recognised the value of ITE year Valued ITE lecturers modelling of
strategies, experiential learning Valued resources from college and
practicum - still being used Valued school staff who shared ideas
and resources
Multiple sources…ongoing learning curve
• Many recognised the value of ITE year Valued ITE lecturers modelling of
strategies, experiential learning Valued resources from college and
practicum - still being used Valued school staff who shared ideas
and resources
General pedagogyKey Issues
General pedagogyKey Issues
• Managing time, paperwork and school systems • Managing individual defiance• Dealing with diversity of student needs and behaviours
• Managing time, paperwork and school systems • Managing individual defiance• Dealing with diversity of student needs and behaviours
ContextContext
• Recognition of variability in terms of: school type; location; size of school and
department; diversity of student needs?• Importance of experience in diverse
contexts during ITE year?• BTs’ management during induction period
depended on the nature of the support they received, its timeliness and availability
• Self-knowledge and efficacy another factor?
• Recognition of variability in terms of: school type; location; size of school and
department; diversity of student needs?• Importance of experience in diverse
contexts during ITE year?• BTs’ management during induction period
depended on the nature of the support they received, its timeliness and availability
• Self-knowledge and efficacy another factor?
Induction - Sources of support
Induction - Sources of support
2 levels (generic and curriculum departments)
PRT coordinator and formal inductionSCT for individuals and groups of BTsHeads of department(s)Assigned mentors/buddiesOther staff members on ad hoc basisOther BTsMultiple sources led to danger of falling
between cracks and feeling overwhelmed
2 levels (generic and curriculum departments)
PRT coordinator and formal inductionSCT for individuals and groups of BTsHeads of department(s)Assigned mentors/buddiesOther staff members on ad hoc basisOther BTsMultiple sources led to danger of falling
between cracks and feeling overwhelmed
Learning over the first year mostly focused onLearning over the first year mostly focused on
Time and behaviour management Understanding and knowing students & needs Learning about how students learn Greater sense of how curriculum and whole
year programme Coping characteristics - flexibility,
adaptability, offering choice, balance Implementing wider variety of pedagogical
strategies Beginning to look outward
Time and behaviour management Understanding and knowing students & needs Learning about how students learn Greater sense of how curriculum and whole
year programme Coping characteristics - flexibility,
adaptability, offering choice, balance Implementing wider variety of pedagogical
strategies Beginning to look outward
Being a second year teacher
Being a second year teacher
Easier on many levels - knowing what to expect
Greater confidence handling diversity; timing; management, curriculum
Awareness of complexity and of individual needs personal growth
Implementing wider variety of pedagogical strategies
Not easier for those who have changed schools (2 and 2 leaving)
Easier on many levels - knowing what to expect
Greater confidence handling diversity; timing; management, curriculum
Awareness of complexity and of individual needs personal growth
Implementing wider variety of pedagogical strategies
Not easier for those who have changed schools (2 and 2 leaving)
Challenges of second year teaching
Challenges of second year teaching
Modifying romantic notions and unrealistic expectations - dealing with practicalities, multiple and real demands of the role
Balancing the relational with focus on student achievement
Workload still a huge issue- impact on self-efficacy Focus on assessment uppermost Continuing complexity of teaching more than one
subject or in more than one space Taking on new roles and responsibilities outside the
classroom - debating, drama productions;girls dean; library responsibilities;head coach of 2 teams; coordinating writing competition
Demands of co and extra-curricular particularly for those with drama/music?
Modifying romantic notions and unrealistic expectations - dealing with practicalities, multiple and real demands of the role
Balancing the relational with focus on student achievement
Workload still a huge issue- impact on self-efficacy Focus on assessment uppermost Continuing complexity of teaching more than one
subject or in more than one space Taking on new roles and responsibilities outside the
classroom - debating, drama productions;girls dean; library responsibilities;head coach of 2 teams; coordinating writing competition
Demands of co and extra-curricular particularly for those with drama/music?
Particular challenges for these English teachers
overall
Particular challenges for these English teachers
overall• Workload? heavy IA marking and NCEA assessment• Working in dysfunctional environments or ones
where they did not ‘fit’ or no leadership• Juggling more than one curriculum area• Inadequate or no preparation for other subject
areas?• Sole position in English ( small/area schools)• Extra-curricular expectations - productions, etc -
public face• High literacy needs of students transparent in
English
• Workload? heavy IA marking and NCEA assessment• Working in dysfunctional environments or ones
where they did not ‘fit’ or no leadership• Juggling more than one curriculum area• Inadequate or no preparation for other subject
areas?• Sole position in English ( small/area schools)• Extra-curricular expectations - productions, etc -
public face• High literacy needs of students transparent in
English
Research on MetaphorResearch on Metaphor
For example:
Lakoff and Johnson (1980)
Berci (2006)
Bullough & Gitlin (1995)
Noyes (2006)
Ortony (1993)
Vadeboncoeur & Torres ( 2003)
Metaphors and English teachers (Interview 1)Metaphors and English teachers (Interview 1)
Hamburger - complexity and varietyCaptain of ship rocky waves of education; managing the currentGuide/coachMaking a difference, Emotional state: relaxed; bubbly excited; happy passionate enthusiastic ( several)Eagle (2) birds eye view; Lioness - strong presencePerformance - effective educational clown; running vehicle; circus side show - juggle and balance; stand-up comedian - feeding off each other; actorTree ( 2) - strong roots; tree full of fruitMist - pervasive but not main influence: windHolding 25 corks underwater
Hamburger - complexity and varietyCaptain of ship rocky waves of education; managing the currentGuide/coachMaking a difference, Emotional state: relaxed; bubbly excited; happy passionate enthusiastic ( several)Eagle (2) birds eye view; Lioness - strong presencePerformance - effective educational clown; running vehicle; circus side show - juggle and balance; stand-up comedian - feeding off each other; actorTree ( 2) - strong roots; tree full of fruitMist - pervasive but not main influence: windHolding 25 corks underwater
Metaphors and English teachers (1)
Metaphors and English teachers (1)
ComplexityPositive Energy/emotion and momentumControlCoach/guideMaking a difference Performance and entertainment Growth
ComplexityPositive Energy/emotion and momentumControlCoach/guideMaking a difference Performance and entertainment Growth
Metaphors and English teachers (Interview 2)Metaphors and English teachers (Interview 2)
Hamburger - complexity and variety Waka breaking the waves; Steam train; roller coaster Sports team on a roll; Co-learner; Coach; family member/guide(ethic of care)Butterfly; not a lion!Making a difference ( 2)Emotional state: confident; enthusiastic, entertaining and innovative; excited jumping up and down (a number)Observer watching self teach; Swiss army knifePerformance - entertaining; orchestra conductor; entertainer; slit eyed juggler; Baby giraffeAs if not there; sponge; fluid; wind and tree roots ( pervasive and foundation)
Hamburger - complexity and variety Waka breaking the waves; Steam train; roller coaster Sports team on a roll; Co-learner; Coach; family member/guide(ethic of care)Butterfly; not a lion!Making a difference ( 2)Emotional state: confident; enthusiastic, entertaining and innovative; excited jumping up and down (a number)Observer watching self teach; Swiss army knifePerformance - entertaining; orchestra conductor; entertainer; slit eyed juggler; Baby giraffeAs if not there; sponge; fluid; wind and tree roots ( pervasive and foundation)
Metaphors and English teachers (2)
Metaphors and English teachers (2)
Complexity
Positive Energy/emotion and momentum
Control (fewer)
Coach/guide
Making a difference
Performance and entertainment (fewer)
Less obtrusive presence (more)
Metaphors and English teachers (interview 3)Metaphors and English teachers (interview 3)
• Making a difference • Fun, slightly silly, quirky; At home, on fire, at one with the world• Spontaneous, flowing; Water in river; Sportsman on a roll; Slow & steady• Mama bear; grizzly, protective; Lion: proud, very confident, ready to face anything, docile too; Elephant: calmer, more dignified• Like an inspiring past teacher - organised enjoying learning• Undercover agent; Not there (students getting on with things themselves)•Guide; coach; international coach of a rugby team; well captained ship • Cloud in blue sky; changing shape; Butterfly - flitting around: enthusiasm; helping• Focused camera lens enabling students to see clearly• Stand-up comic; Kindergarten kid (playing all the time)
Metaphors and English teachers (3)
Metaphors and English teachers (3)
Making a difference
Positive Energy/emotion
Movement and momentum
Control (fewer)
Coach/guide
Performance and entertainment (2, both drama)
Less obtrusive presence (more)
Tentative conclusions/implications
Tentative conclusions/implications
Value greatly opportunities for experiential learning and Practical resourcing for survival in ITE year
Workload issue with English - role of assessment and breadth of curriculum
Workload teaching more than one subject Similarities and differences with other
subjects and reports in literature How do BTs’ voices impact on ITE and
induction programmes?
Value greatly opportunities for experiential learning and Practical resourcing for survival in ITE year
Workload issue with English - role of assessment and breadth of curriculum
Workload teaching more than one subject Similarities and differences with other
subjects and reports in literature How do BTs’ voices impact on ITE and
induction programmes?
Tentative ImplicationsTentative Implications
Role of induction crucial - department mentors most useful for ongoing identity as English teacher but other sources important too - less formal ones
Importance of right choice - need ‘mentoring’ skills, accessibility
Important to observe other ‘accomplished’ teachers Important to value contributions of BTs in department Notions of ITE ‘preparation’ or ‘lack of preparation”
limiting - complex process of self, skills building and ecology
Shared Responsibility to contribute to the professional learning of BTs
Important to attend to the ‘emotionality’ of teaching
Role of induction crucial - department mentors most useful for ongoing identity as English teacher but other sources important too - less formal ones
Importance of right choice - need ‘mentoring’ skills, accessibility
Important to observe other ‘accomplished’ teachers Important to value contributions of BTs in department Notions of ITE ‘preparation’ or ‘lack of preparation”
limiting - complex process of self, skills building and ecology
Shared Responsibility to contribute to the professional learning of BTs
Important to attend to the ‘emotionality’ of teaching
What now?What now?
Closer analysis of a range of theoretical perspectives to understand the complexities of ‘becoming’
Close analysis of the enablers and barriers for 4 case studies with range of variables
Explore those teaching only English - 12 possible case studies
Comparison with other subject areas (Maths or Science)
Explore in greater depth curricular differences and/or the impact of working across a number of curricular areas
Closer analysis of a range of theoretical perspectives to understand the complexities of ‘becoming’
Close analysis of the enablers and barriers for 4 case studies with range of variables
Explore those teaching only English - 12 possible case studies
Comparison with other subject areas (Maths or Science)
Explore in greater depth curricular differences and/or the impact of working across a number of curricular areas
Your suggestions or insights?
Your suggestions or insights?
• What do you prioritise as strategies for working with BTs in your school or department
• Points of resonance from the data for you in your school?
• How do we share the findings? How can ITE and schools work together more effectively?
• How do we ensure these BTs stay, thrive and continue to develop and learn?