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The Dance and the Tune: A Storied Exploration of the Teaching of Stories

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posted on 10.03.2022, 17:50 by Lorna Smith, Helena ThomasHelena Thomas, Susan Chapman, Joan Foley, Lucy Kelly, Judith Kneen, Annabel Watson

This paper tells a story of one student teacher’s experiences as she considers the choice of fiction texts studied by young secondary learners of English, and how those texts are taught.

Based on a series of interviews carried out in the South-West of England and Wales, the narrative provides a perspective on the limitations of current curricula offered by schools that feel bound by a restrictive assessment and inspection regime. It concludes that such curricula can stifle effective teaching and learning, and so teacher educators have a duty to provide new entrants to the profession with a range of perspectives, opportunities and experiences. Through so doing, we promote the fictionalisation of data as a valid, robust approach to educational research.

History

Published in

Changing English

Publisher

Taylor & Francis

Version

VoR (Version of Record)

Citation

Smith, L., Thomas, H., Chapman, S., Foley, J., Kelly, L., Kneen, J. and Watson, A. (2022).'The Dance and the Tune: A Storied Exploration of the Teaching of Stories', Changing English, 29(1), pp.40-52.

Print ISSN

1358-684X

Electronic ISSN

1469-3585

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Copyright Holder

© The Authors

Language

en

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