The Dance and the Tune: A Storied Exploration of the Teaching of Stories
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.
Published inChanging English
PublisherTaylor & Francis
- VoR (Version of Record)
CitationSmith, 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.
Cardiff Met Affiliation
- Cardiff School of Education and Social Policy
- © The Authors