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

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 SECTION 1 WHAT MAKES AN ENGLISH TEACHER 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 SECTION 2 INITIAL TEACHER EDUCATION 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 SECTION 3 LIFE AS AN ENGLISH TEACHER 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 SECTION 4 GREAT TEACHERS OF ENGLISH 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 Languageand aDirector 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.