Volume 2, Number 3
December 2003
Editorial
Professional identity and change: The role of pre-service education
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Sue Brindley
University of Cambridge, UK
Jan Turbill
University of Wollongong, Australia
pp. 1-6
Narratives
English teaching as a profession: To leave or not to leave
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Nicholas Hopton
Culford School, United Kingdom
pp. 95-98
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Topical Articles
Replacing traditional lectures, tutorials and exams with a Knowledge Building Community (KBC): A constructivist, problem-based approach to pre-service primary teacher education
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Brian Cambourne
University of Wollongong, Australia
Julie Kiggins
University of Wollongong, Australia
Brian Ferry
University of Wollongong
pp. 7-21
Teaching as a craft: Making links between pre-service training and professional practice
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Lisa Kervin
University of Wollongong, Australia
Jan Turbill
University of Wollongong, Australia
pp. 22-34
Narrative of a pre-service teacher
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Shona Gibson
University of Wollongong, Australia
pp. 35-46
Reframing beginning English teachers as knowledge producers: Learning to teach and transgress
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Scott Bulfin
Monash University
Katrina Mathews
Brentwood Secondary College
pp. 47-58
Good and serious readers: The place of reading in the secondary English curriculum
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Kate Domaille
pp. 59-71
English or literacy? That is the question
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Mary Bousted
General Secretary Association of Teachers and Lecturers (ATL), UK
pp. 72-82
The write kind of knowledge in English
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Bethan Marshall
Kings College, UK
pp. 83-94
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English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).
