"Poetry is happening but I don’t exactly know how": Literacy Subject Leaders' perceptions of poetry in their primary schools
Lambirth, Andrew, Smith, Sarah and Steele, Susanna (2012) "Poetry is happening but I don’t exactly know how": Literacy Subject Leaders' perceptions of poetry in their primary schools. Literacy, 46 (2). pp. 73-80. ISSN 1741-4350 (Print), 1741-4369 (Online) (doi:10.1111/j.1741-4369.2011.00654.x)Full text not available from this repository.
Evidence suggests (Ofsted, 2007) that the role of the Subject Leader is crucial in how well poetry is taught in schools. This paper attempts to provide some insights on “what it is like” to coordinate poetry teaching in a primary school. Some of the data confirm elements of the findings from earlier research on the state of poetry in schools, particularly concerning space in the curriculum, teacher subject knowledge and personal interest in poetry. However, we attempt to show that, much to the surprise of some of the Subject Leaders, where poetry teaching in the participants’ schools was perceived to be successful it was often nourished by the combined enthusiasm and ‘zeal’ of the teachers and children experiencing poetry together, which in turn was maintained by an empowering synergy of professional/personal pleasure and engagement with poetic texts experienced by some of the teachers while in school.
|Uncontrolled Keywords:||teaching poetry, personal and professional pleasures, social dimensions of poetry, Literacy Subject Leaders|
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
|Pre-2014 Departments:||School of Education
School of Education > Department of Primary Education
|Last Modified:||14 Oct 2016 09:19|
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