English Teaching: Practice and Critique
Reframing beginning English teachers as knowledge producers: Learning to teach and transgress
Volume 2 Number 3 December 2003
Scott Bulfin (Monash University)
Katrina Mathews (Brentwood Secondary College)
As first-year, graduate English teachers we draw
upon our own experiences and conversations to examine issues of
professional learning and identity for beginning teachers. This paper
looks at the different ways we as beginning teachers are positioned by
dominant discourses as we enter schools from university and the ways
these can shape and limit teaching and learning practices. We consider
the ways in which these might be resisted and productively used through
the establishment of discursive spaces and collaborative work.