ERIC Number: EJ1413081
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1358-684X
EISSN: EISSN-1469-3585
Reflections on Our Journeys to Foregrounding Students' Experiences through Literature in a Pre-Service Teacher Education Programme
Changing English: Studies in Culture and Education, v31 n1 p3-14 2024
In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the narratives revealed that in spite of our diverse initial teaching contexts and trajectories, we initially all taught in much the same teacher-centred way. We also came to the realisation, however, that over the years our informal conversations had played a role in our teaching, allowing us to move beyond our educations. Collaborative teaching relationships developed out of incidental corridor conversations and these have been instrumental in reshaping our teaching of literature, enabling us to make literary texts relevant to societal issues and the lived experiences of our students.
Descriptors: Literature, Teaching Experience, Teacher Collaboration, Culturally Relevant Education, Teaching Methods, Instructional Improvement, Reflective Teaching, Preservice Teacher Education, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A