Literaturnachweis - Detailanzeige
Autor/in | Smith, Lorna |
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Titel | 'We're Not Building Worker Bees.' What Has Happened to Creative Practice in England since the Dartmouth Conference of 1966? |
Quelle | In: Changing English: Studies in Culture and Education, 26 (2019) 1, S.48-62 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1358-684X |
DOI | 10.1080/1358684X.2018.1532786 |
Schlagwörter | English Instruction; Creative Teaching; National Curriculum; Hermeneutics; Teaching Methods; Conferences (Gatherings); International Cooperation; North Americans; Writing Instruction; English Teachers; Social Development; Individual Development; Educational Policy; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Reading Tests; Scores; Elementary Secondary Education; Teacher Attitudes; United Kingdom (England); Program for International Student Assessment English langauage lessons; Englischunterricht; Creative thinking; Teaching; Kreatives Denken; Unterricht; Hermeneutik; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Kooperation; Internationale Zusammenarbeit; Schreibunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Soziale Entwicklung; Individuelle Entwicklung; Politics of education; Bildungspolitik; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Lesetest; Lehrerverhalten |
Abstract | It is now five years since the introduction of the current National Curriculum for English in England; it is just over 50 years since the Dartmouth Conference drew together American and English educationalists. This paper reports on a hermeneutic study that presents voices from the field of English teaching in England. It asks questions of today's statutory instruments in the light of approaches highlighted at Dartmouth, with a focus on writing. It illustrates the challenges faced by English teachers from an examination-focused system, but suggests that ultimately the tradition exemplified by Dartmouth, which promotes creative pedagogies and the potential of writing to develop students' personal and social growth, survives. It concludes that it is important to promote creative approaches in English classrooms of today and education policy of tomorrow. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |