“…the question of what teachers should understand if they wish to teach a domain responsibly is no simple challenge. In the field of English teaching, where canons are under question and “consensus” is more frequently misspelled than accomplished, the problem of teacher knowledge is daunting.”
In her paper ‘Knowing, Believing and the Teaching of English’, quoted above, Pamela Grossman outlines just some of the key challenges faced by those who try to define the knowledge English teachers require. In essence, they are that:
- There are numerous ways of dividing up the English curriculum. For example, some argue it can be split into linguistics, literature and composition whilst others would divide it into reading, writing, speaking and listening.
- English, particularly reading, is an interpretive domain and there are many interpretive schools of thought. There is therefore a question about the number of standpoints which teachers should be able to…
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