Professional Contraction and the Growth of Teacher Confidence. Experiences in the Teaching of Poetry from the Republic of Ireland and Northern Ireland

Autor/inn/en	Hennessy, Jennifer; Marlow, Nicola; Alexander, Joy; Dymoke, Sue
Titel	Professional Contraction and the Growth of Teacher Confidence. Experiences in the Teaching of Poetry from the Republic of Ireland and Northern Ireland
Quelle	In: Oxford Review of Education, 47 (2021) 3, S.335-352 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1835627
Schlagwörter	Foreign Countries; Poetry; Self Efficacy; Teacher Effectiveness; English Teachers; Faculty Development; Educational Innovation; Secondary Education; Teacher Attitudes; Institutional Characteristics; Teacher Characteristics; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Lyrik; Poesie; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Instructional innovation; Bildungsinnovation; Sekundarbereich; Lehrerverhalten
Abstract	A rising crisis of confidence has been noted amongst teachers of poetry in recent years. Amplified by external factors such as high-stakes testing regimes, performance indicators, standardisation and accountability measures, teachers are increasingly challenged to provide immersive, imaginative and engaging encounters with poetry while developing and maintaining their sense of professional confidence. Drawing on data gleaned from 84 English teachers across the Republic of Ireland and Northern Ireland, this research explores teachers' sense of confidence in the teaching of post-16 poetry. The findings of this research indicate a strikingly high level of reported confidence amongst post-16 poetry teachers juxtaposed with low levels of informal poetry engagement, low levels of poetry-related in-service attendance and a reduced commitment to pedagogical innovation. The research points towards the emergence of a new professionalism in which teacher confidence is reinforced through professional contraction and compliance with practices of pedagogical standardisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01