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Who'd be an English teacher?

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This paper is about the progress of newly qualified teachers of English in London classrooms. Using a case-study approach, it explores the ways teachers' knowledge of their subject is developed in specific situations and in relation to particular learners. In contrast to media representations of successful teaching that focus on questions of personality and inspiration, the picture of progress offered here is one of negotiation and accommodation, leading to fundamental change and to new understanding of the content and purposes of English.
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Document Type: Research Article

Affiliations: University of London, Institute of Education, UK

Publication date: April 1, 2005

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