The Autobiography of the Answer: Emerging Specifically and Particularly as an English Teacher

Autor/in	Johnstone, Lilith
Titel	The Autobiography of the Answer: Emerging Specifically and Particularly as an English Teacher
Quelle	In: Changing English: Studies in Culture and Education, 28 (2021) 3, S.306-315 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2021.1902280
Schlagwörter	English Teachers; Autobiographies; Females; Educational Practices; Secondary School Teachers; Grade 10; English Instruction; Gender Differences; Anxiety; Teacher Attitudes; Foreign Countries; Teacher Student Relationship; Student Diversity; Teaching Methods; Student Teachers; Behavior Modification; Cognitive Restructuring; Masters Programs; Graduate Study; Classroom Communication; Teacher Education Programs; Professional Identity; United Kingdom (London) + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Autobiography; Autobiografie; Autobiographie; Weibliches Geschlecht; Bildungspraxis; English langauage lessons; Geschlechterkonflikt; Angst; Lehrerverhalten; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Behaviour modification; Verhaltensänderung; Magister course; Magisterstudiengang; Aufbaustudium; Graduiertenstudium; Hauptstudium; Klassengespräch
Abstract	This essay explores how and why English teachers, especially women, must unpack and honour the many facets of our autobiography that make up our experiences and identities in classroom practice. Drawing on the work of Jane Miller and Anne Turvey, it starts with a 'moment' with a Year 10 class. It calls for attention to be paid to the intensely personal factors of place, time, gender and Anxiety that allow for its true significance in my emerging as an English teacher to be understood. It argues that alongside 'the moment', it is crucial to reflect on the significance other autobiographical 'non-moments' in our school lives so we can make sense, and perhaps write about, the myriad experiences we have there more richly than before. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01