Research on Becoming an English Teacher
Through Lacan’s Looking Glass
Research on Becoming an English Teacher considers the process of becoming a teacher from a variety of perspectives, where the ambition is to consider how people can change themselves within that process. By pursuing an approach influenced by the psychoanalytic theory of Jacques Lacan, the authors consider practitioner research as an approach to professional and personal development, and how it might be understood as a strategy within both teaching and teacher education.
Taking English teaching as the main example, this book explores the processes and discourses that shape the experience of English teaching in schools. Chapters consider the origin and development of English education, practice and theory in English education, the process of becoming a teacher in school-based environments and creating an analytical space for learning narratives in teacher education.
This book will be of interest to academics, researchers and post-graduate students in the fields of teacher education, curriculum studies, educational theory and educational psychology.
Table of Contents
About the Authors
Part One: Introduction
1. Reading and Writing Oneself as a Teacher
2. The Psychoanalysis of Freud and Lacan
Part Two: Teaching English In Schools Today
3 The Origins and Development of English Education
4 The Practice of English Education and its Complexities
5 Theory and Complexity in English Education
Part Three: Becoming an English Teacher in England
6. Creating an Analytical Space for Learning Narratives in Teacher Education
7. Masters of Knowledge or Knowing Slaves? Shifting Tutor Alignments
Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University, UK.
Mike Dore is a Deputy Headteacher at Parrswood, a large 11-18 high school in Manchester, UK.
Chris Hanley is Senior Lecturer in secondary education at Manchester Metropolitan University, UK.
"In recent years, psychoanalytic theory has been gaining traction as an invaluable resource in thinking about and understanding education policy and practice. This new wide-ranging book by Tony Brown, Mike Dore and Chris Hanley makes a significant and exciting contribution to this growing body of work and will reward readers’ engagement handsomely."
Professor Matthew Clarke, York St John University.