Learning to be a secondary
English teacher: Complex realities
in the first 18 months
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: 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
Our sample
Teaching subject(s) for 2006
42.9% English
35.7% English plus other subject(s)
21.4% Other subject(s) plus English
Our sample
 Teaching subject(s) for 2007
49.3% English
35.7% English plus other subject(s)
11% Other subject(s) plus English
11% No longer teaching English
3%
Left
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
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
Understanding the challenges
and complexities
• Britzman (2003) “To view the problem of learning to
teach as simply one of preparedness and illpreparedness 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 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
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?
 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
Grossman (1990)
Knowledge of :
subject matter
general pedagogy
pedagogical content
context
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)
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
school 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 period
depended on the nature of the support they
received, its timeliness and availability
• Self-knowledge and efficacy another factor?
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
 Multiple sources led to danger of falling
between cracks and feeling overwhelmed
Learning 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




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)
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?
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
Research 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)
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 (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 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)
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)
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
 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 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
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
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?