{"product_id":"international-perspectives-on-english-teacher-development-9780367766917","title":"International Perspectives on English Teacher","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe 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.\u003c\/p\u003e\u003cp\u003eWith 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.\u003c\/p\u003e\u003cp\u003eInternational Perspectives on English Teacher Development serves as ideal reading for the research and teacher education community along with teachers and student teachers globally.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction: The remarkable careers of English teachers\u003c\/p\u003e\u003cp\u003e\u003cem\u003eAndrew Goodwyn\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eSECTION 1 WHAT MAKES AN ENGLISH TEACHER \u003c\/p\u003e\u003cp\u003eChapter 1: ‘I can’t imagine a better profession’: Factors influencing the decision to teach English\u003c\/p\u003e\u003cp\u003e\u003cem\u003eJacqueline Manuel and Janet Dutton \u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 2: Literature, university education and the making of English teachers \u003c\/p\u003e\u003cp\u003e\u003cem\u003eWayne Sawyer, Larissa McLean Davies and Philip Mead\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 3: English Teachers as Readers: Identity and Knowledge \u003c\/p\u003e\u003cp\u003e\u003cem\u003eMatthew Sroka, Judith Franzak and Don Zancanella\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 4: Stylistics as pedagogy: the value of literary linguistics for the secondary literature classroom \u003c\/p\u003e\u003cp\u003e\u003cem\u003eMarcello Giovanelli\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 5: Becoming an English teacher: An Arts-informed and inquiry-based model of Initial Teacher Education \u003c\/p\u003e\u003cp\u003e\u003cem\u003eJanet Dutton and Jackie Manuel\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eSECTION 2 INITIAL TEACHER EDUCATION \u003c\/p\u003e\u003cp\u003eChapter 6: A critical overview of ITE in England \u003c\/p\u003e\u003cp\u003e\u003cem\u003eRachel Roberts\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 7: On mirages and monsters: English Language Arts for the untimely\u003c\/p\u003e\u003cp\u003e\u003cem\u003eDennis Sumara and Rebecca Luce-Kapler\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 8: Developing English teachers in New Zealand: The battle for professional knowledge\u003c\/p\u003e\u003cp\u003e\u003cem\u003eTerry Locke\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 9: Balancing intervention and agency: Reform agendas and innovations in Initial Teacher Education in Australia \u003c\/p\u003e\u003cp\u003e\u003cem\u003eWayne Sawyer, Jacqueline Manuel and Cal Durrant\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 10: The Complex Enterprise of US Secondary English Teacher Education\u003c\/p\u003e\u003cp\u003e\u003cem\u003eMarshall A. George, Melanie Shoffner and Lisa Scherff\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 11: Blending the old with the new: Year-long Secondary English internships in Western Australia\u003c\/p\u003e\u003cp\u003e\u003cem\u003eCal Durrant and Susan Ledger\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 12: Disruptive synergy: Reframing the policy-practice discourse to transform teacher education \u003c\/p\u003e\u003cp\u003e\u003cem\u003eTiffany Karalis Noel, \u003c\/em\u003e\u003cem\u003eAmanda Winkelsas\u003c\/em\u003e \u003cem\u003eand\u003c\/em\u003e \u003cem\u003eJulie Gorlewski\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eSECTION 3 LIFE AS AN ENGLISH TEACHER \u003c\/p\u003e\u003cp\u003eChapter 13: A praxis of pre-service English teacher writing: Walter Benjamin and ‘operating writers’ in an age of standardisation \u003c\/p\u003e\u003cp\u003e\u003cem\u003eGraham Parr, Scott Bulfin and Fleur Diamond\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 14: Sustaining professional learning for sustainable rural contexts: The power of the National Writing project in developing adaptive expertise \u003c\/p\u003e\u003cp\u003e\u003cem\u003eJames E. Fredricksen and Tanya Baker\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 15: An activist democratic model of teacher professional learning: The Teaching and Learning Caskets Imaginarium \u003c\/p\u003e\u003cp\u003e\u003cem\u003eJacqueline Manuel, Claire Hansen and Liam E. Semler\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 16: Developing teachers’ writing lives: A case study of English teacher professional learning \u003c\/p\u003e\u003cp\u003e\u003cem\u003eDon Carter and Joanne Yoo\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 17: The fate of critical literacy in an age of standards-based hegemonies: The New Zealand context \u003c\/p\u003e\u003cp\u003e\u003cem\u003eSusan Sandretto, Derek Shafer and Terry Locke\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eSECTION 4 GREAT TEACHERS OF ENGLISH \u003c\/p\u003e\u003cp\u003eChapter 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\u003c\/p\u003e\u003cp\u003e\u003cem\u003eAndrew Goodwyn\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 19: Expert English teachers as\/in groups \u003c\/p\u003e\u003cp\u003e\u003cem\u003eWayne Sawyer\u003c\/em\u003e \u003c\/p\u003e\u003cp\u003eChapter 20: Long time becoming: The role of cultural memory and professional learning in sustaining English teaching\u003c\/p\u003e\u003cp\u003e\u003cem\u003eFleur Diamond, Scott Bulfin and Graham Parr\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 21: Teachers of writing also write: Insights from the Toronto Writing Project\u003c\/p\u003e\u003cp\u003e\u003cem\u003eBen Gallagher, Ashleigh A. Allen and Rob Simon\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eChapter 22: The courage to teach today: What do teachers need? \u003c\/p\u003e\u003cp\u003e\u003cem\u003eKen Lindblom and Leila Christenbury\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis","offers":[{"title":"Default Title","offer_id":51018067968343,"sku":"9780367766917","price":34.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367766917.jpg?v=1750775525","url":"https:\/\/bookcurl.com\/products\/international-perspectives-on-english-teacher-development-9780367766917","provider":"Book Curl","version":"1.0","type":"link"}