Learning to Teach English—Maybe: A Study of Knowledge Development

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This case study describes the first 2 years of one young woman's (Lesley) experi ences in learning to teach secondary school English. Analysis of her response to three problematic incidents she encountered during her preservice preparation suggests that developing knowledge for the teaching of English includes the intersection of knowledge schemes for literary analysis, the teaching of literature and language, planning for instruction, assessment and evaluation, group management, pedagogical problem solving, student diversity, and self-image as a teacher. Although Lesley did not believe that she had achieved a high level of sophisticated knowledge in these areas, she drew upon them frequently as she began teaching. This study documents Lesley's perceived gaps in knowledge as she worked through instructional problems, the resources she used to elaborate upon her prior knowledge, and her short-term resolution of problematic issues. Implications for further research and for program development are discussed.

Original languageEnglish (US)
Pages (from-to)357-372
Number of pages16
JournalJournal of Teacher Education
Volume42
Issue number5
DOIs
StatePublished - 1991
Externally publishedYes

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Teaching
knowledge
learning
level of knowledge
self-image
incident
secondary school
instruction
planning
teacher
language
evaluation
management
resources
Group
student
literature

ASJC Scopus subject areas

  • Education

Cite this

Learning to Teach English—Maybe : A Study of Knowledge Development. / Clift, Renee T.

In: Journal of Teacher Education, Vol. 42, No. 5, 1991, p. 357-372.

Research output: Contribution to journalArticle

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