Learning to be a secondary English teacher: Complex

realities in the first 18 months

Learning to be a secondary English teacher: Complex

realities in the first 18 months

Susan Lovett and Ronnie Davey

Susan Lovett and Ronnie Davey

Context for studyContext 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

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: DemographicsOur 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

• 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 sampleOur sample

Teaching subject(s) for 2006

42.9% English35.7% English plus other

subject(s)21.4% Other subject(s) plus

English

Teaching subject(s) for 2006

42.9% English35.7% English plus other

subject(s)21.4% Other subject(s) plus

English

Our sampleOur sample

Teaching subject(s) for 2007

49.3% English35.7% English plus other subject(s)11% Other subject(s) plus English11% No longer teaching English3% Left

Teaching subject(s) for 2007

49.3% English35.7% English plus other subject(s)11% Other subject(s) plus English11% No longer teaching English3% Left

Understanding the challenges and complexities

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

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

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 isolated.”

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 isolated.”

Understanding the challenges and complexities

Understanding the challenges and complexities

• Britzman (2003) “To view the problem of learning to teach as simply one of preparedness and ill-preparedness 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.

• Britzman (2003) “To view the problem of learning to teach as simply one of preparedness and ill-preparedness 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 year1 interview in second year2 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

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 questionsKey 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?

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

Initial Framework to understand the ‘what’ and

‘how’ of becoming an English teacher

Grossman (1990)Knowledge of :

subject mattergeneral pedagogypedagogical contentcontext

Grossman (1990)Knowledge of :

subject mattergeneral pedagogypedagogical contentcontext

English in the NZ curriculum

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)

• 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

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

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

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

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

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

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 pedagogyKey Issues

General pedagogyKey Issues

• Managing time, paperwork and school systems • Managing individual defiance• Dealing with diversity of student needs and behaviours

• Managing time, paperwork and school systems • Managing individual defiance• Dealing with diversity of student needs and behaviours

ContextContext

• 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?

• 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

Induction - Sources of support

2 levels (generic and curriculum departments)

PRT coordinator and formal inductionSCT for individuals and groups of BTsHeads of department(s)Assigned mentors/buddiesOther staff members on ad hoc basisOther BTsMultiple sources led to danger of falling

between cracks and feeling overwhelmed

2 levels (generic and curriculum departments)

PRT coordinator and formal inductionSCT for individuals and groups of BTsHeads of department(s)Assigned mentors/buddiesOther staff members on ad hoc basisOther BTsMultiple sources led to danger of falling

between cracks and feeling overwhelmed

Learning over the first year mostly focused onLearning 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

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

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)

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

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?

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

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

• 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 MetaphorResearch 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)Metaphors and English teachers (Interview 1)

Hamburger - complexity and varietyCaptain of ship rocky waves of education; managing the currentGuide/coachMaking a difference, Emotional state: relaxed; bubbly excited; happy passionate enthusiastic ( several)Eagle (2) birds eye view; Lioness - strong presencePerformance - effective educational clown; running vehicle; circus side show - juggle and balance; stand-up comedian - feeding off each other; actorTree ( 2) - strong roots; tree full of fruitMist - pervasive but not main influence: windHolding 25 corks underwater

Hamburger - complexity and varietyCaptain of ship rocky waves of education; managing the currentGuide/coachMaking a difference, Emotional state: relaxed; bubbly excited; happy passionate enthusiastic ( several)Eagle (2) birds eye view; Lioness - strong presencePerformance - effective educational clown; running vehicle; circus side show - juggle and balance; stand-up comedian - feeding off each other; actorTree ( 2) - strong roots; tree full of fruitMist - pervasive but not main influence: windHolding 25 corks underwater

Metaphors and English teachers (1)

Metaphors and English teachers (1)

ComplexityPositive Energy/emotion and momentumControlCoach/guideMaking a difference Performance and entertainment Growth

ComplexityPositive Energy/emotion and momentumControlCoach/guideMaking a difference Performance and entertainment Growth

Metaphors and English teachers (Interview 2)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 knifePerformance - entertaining; orchestra conductor; entertainer; slit eyed juggler; Baby giraffeAs if not there; sponge; fluid; wind and tree roots ( pervasive and foundation)

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 knifePerformance - entertaining; orchestra conductor; entertainer; slit eyed juggler; Baby giraffeAs if not there; sponge; fluid; wind and tree roots ( pervasive and foundation)

Metaphors and English teachers (2)

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)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)

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

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?

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 ImplicationsTentative 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

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?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

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?

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?