Learning to be a secondary
English teacher: Complex realities
in the first year
Susan Lovett and Ronnie Davey
Context 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
Our sample
 Teaching subject(s) for 2006
42.9% English
35.7% English plus other
subject(s)
21.4% Other subject(s) plus
English
Framework to understand the
challenges and complexities
Grossman (1990)
Knowledge of :
subject matter
general pedagogy
pedagogical content
context
2 interviews in first year
Reflecting on ITE programme and induction to
determine experiences and satisfaction levels
with learning about:
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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 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?
English in the NZ curriculum
• 3 strands, 2 functions and 3
processes Oral/Written/Visual
• 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
 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
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
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 pedagogy
Key Issues
• Managing time, paperwork and
systems
• Managing individual defiance
• Dealing with diversity of student
needs and behaviours
Context
• 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 depended
on the support they received, its timeliness
and availability
Induction - Sources of support
 2 levels (generic and curriculum departments)
 PRT coordinator and formal induction
 SCT for individuals and groups of BTs
 Heads of department(s)
 Assigned mentors/buddies
 Other staff members on ad hoc basis
 Other BTs
Learning over the 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
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Particular challenges for these
English teachers
• workload? - in particular, heavy marking load
and NCEA assessment
• working in dysfunctional environments or
ones where they did not ‘fit’ or no leadership
• managing more than one curriculum area
• inadequate or no preparation for other subject
areas?
• sole position in English ( small/area schools)
• extra-curricular expectations - productions,
media etc
Metaphors and English
teachers (1)
Hamburger - complexity and variety
Captain of ship rocky waves of education; managing the current
Guide/coach
Making a difference,
Emotional state: relaxed; bubbly excited; happy passionate
enthusiastic ( several)
Eagle (2) birds eye view; Lioness - strong presence
Performance - effective educational clown; running vehicle;
circus side show - juggle and balance; stand-up comedian feeding off each other; actor
Tree ( 2) - strong roots; tree full of fruit
Mist - pervasive but not main influence: wind
Holding 25 corks underwater
Metaphors and English
teachers (1)
Complexity
Positive Energy/emotion and momentum
Control
Coach/guide
Making a difference
Performance and entertainment
Growth
Metaphors and English
teachers (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 knife
Performance - entertaining; orchestra conductor; entertainer; slit
eyed juggler; Baby giraffe
As if not there; sponge; fluid; wind and tree roots ( pervasive and
foundation)
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)
Tentative
conclusions/implications
 Value greatly opportunities for experiential
learning in ITE year
 Practical resourcing for survival
 How do BTs’ voices impact on ITE and
induction programmes?
 English is a complex and broad subject variability across ITE providers
 Workload issue with subject - marking load
What now?
 Analysis of interview 3
 Comparison with other subject areas (Maths or
Science)
 Explore in greater depth those teaching only
English - 12 case studies
 Explore in greater depth curricular differences
and/or the impact of working across a number of
curricular areas