1st Edition

International Perspectives on English Teacher Development From Initial Teacher Education to Highly Accomplished Professional

    334 Pages 3 B/W Illustrations
    by Routledge

    334 Pages 3 B/W Illustrations
    by Routledge

    The fourth volume in the successful IFTE series provides an international perspective on the knowledge and professional development of the English teaching workforce. It provides a state-of-the-art review of English teaching and teachers and how they are developed over time.

    With contributions from leading scholars around the world, this volume is divided into four sections that follow the journey of an English teacher from being a student, to the latter stages of professional development and becoming a teacher. It sheds light on how different elements such as school culture, professional development, higher-level qualifications, professional associations and government policies contribute or detract from retention and job satisfaction.

    International Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.

    Introduction: The remarkable careers of English teachers

    Andrew Goodwyn


    Chapter 1: ‘I can’t imagine a better profession’: Factors influencing the decision to teach English

    Jacqueline Manuel and Janet Dutton

    Chapter 2: Literature, university education and the making of English teachers

    Wayne Sawyer, Larissa McLean Davies and Philip Mead

    Chapter 3: English Teachers as Readers: Identity and Knowledge

    Matthew Sroka, Judith Franzak and Don Zancanella

    Chapter 4: Stylistics as pedagogy: the value of literary linguistics for the secondary literature classroom

    Marcello Giovanelli

    Chapter 5: Becoming an English teacher: An Arts-informed and inquiry-based model of Initial Teacher Education

    Janet Dutton and Jackie Manuel


    Chapter 6: A critical overview of ITE in England

    Rachel Roberts

    Chapter 7: On mirages and monsters: English Language Arts for the untimely

    Dennis Sumara and Rebecca Luce-Kapler

    Chapter 8: Developing English teachers in New Zealand: The battle for professional knowledge

    Terry Locke

    Chapter 9: Balancing intervention and agency: Reform agendas and innovations in Initial Teacher Education in Australia

    Wayne Sawyer, Jacqueline Manuel and Cal Durrant

    Chapter 10: The Complex Enterprise of US Secondary English Teacher Education

    Marshall A. George, Melanie Shoffner and Lisa Scherff

    Chapter 11: Blending the old with the new: Year-long Secondary English internships in Western Australia

    Cal Durrant and Susan Ledger

    Chapter 12: Disruptive synergy: Reframing the policy-practice discourse to transform teacher education

    Tiffany Karalis Noel, Amanda Winkelsas and Julie Gorlewski


    Chapter 13: A praxis of pre-service English teacher writing: Walter Benjamin and ‘operating writers’ in an age of standardisation

    Graham Parr, Scott Bulfin and Fleur Diamond

    Chapter 14: Sustaining professional learning for sustainable rural contexts: The power of the National Writing project in developing adaptive expertise

    James E. Fredricksen and Tanya Baker

    Chapter 15: An activist democratic model of teacher professional learning: The Teaching and Learning Caskets Imaginarium

    Jacqueline Manuel, Claire Hansen and Liam E. Semler

    Chapter 16: Developing teachers’ writing lives: A case study of English teacher professional learning

    Don Carter and Joanne Yoo

    Chapter 17: The fate of critical literacy in an age of standards-based hegemonies: The New Zealand context

    Susan Sandretto, Derek Shafer and Terry Locke


    Chapter 18: The attrition of the expertise of teachers of English: From the rich pedagogy of personal and social agency to the poverty of the powerful knowledge heritage model

    Andrew Goodwyn

    Chapter 19: Expert English teachers as/in groups

    Wayne Sawyer

    Chapter 20: Long time becoming: The role of cultural memory and professional learning in sustaining English teaching

    Fleur Diamond, Scott Bulfin and Graham Parr

    Chapter 21: Teachers of writing also write: Insights from the Toronto Writing Project

    Ben Gallagher, Ashleigh A. Allen and Rob Simon

    Chapter 22: The courage to teach today: What do teachers need?

    Ken Lindblom and Leila Christenbury


    Andrew Goodwyn is the President of The International Federation for the Teaching of English and a Fellow of the Royal Society of Arts. He is also a Professor and a Head of The School of Education and English Language and a Director of The Institute for Research in Education at The University of Bedfordshire, UK.

    Jacqueline Manuel is a Professor of English Education in the Sydney School of Education and Social Work at the University of Sydney, Australia.

    Rachel Roberts is the subject lead for the Secondary English PGCE.

    Lisa Scherff teaches English and AP Research at South Fort Myers High School in Florida, USA.

    Wayne Sawyer is an Emeritus Professor in the School of Education at Western Sydney University, Australia.

    Cal Durrant is the Secretary of IFTE (International Federation for the Teaching of English).

    Don Zancanella is an Emeritus Professor in the College of Education and the Department of Language, Literacy, and Sociocultural Studies at the University of New Mexico, USA.