Professional contraction and the growth of teacher confidence. Experiences in the teaching of poetry from the Republic of Ireland and Northern Ireland

Hennessy, J., Ward, N., Alexander, J. and Dymoke, S. ORCID: 0000-0001-9592-852X, 2020. Professional contraction and the growth of teacher confidence. Experiences in the teaching of poetry from the Republic of Ireland and Northern Ireland. Oxford Review of Education. ISSN 0305-4985

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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.

Item Type: Journal article
Publication Title: Oxford Review of Education
Creators: Hennessy, J., Ward, N., Alexander, J. and Dymoke, S.
Publisher: Routledge
Date: 11 November 2020
ISSN: 0305-4985
Identifiers:
NumberType
10.1080/03054985.2020.1835627DOI
1374488Other
Divisions: Schools > Nottingham Institute of Education
Record created by: Jonathan Gallacher
Date Added: 12 Jan 2021 11:28
Last Modified: 12 Jan 2021 11:28
URI: http://irep.ntu.ac.uk/id/eprint/42010

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