Learning to be a secondary English teacher: Complex realities in the first 18 months
This paper focuses on the experiences of 12 beginning secondary school English teachers who have self-selected into the second phase of the TLRI funded 'Making a difference? The role of initial teacher education and beginning teacher induction in the preparation and retention of New Zealand Secondary teachers' project. rich data drawn from three rounds of interviews highlights the challenges of teaching English. In the presentation we focus on the way in which the teachers balance their need to be confident in their curriculum knowledge and at the same time devise strategies to engage diverse learners at all levels. The aim of the presentation is to share the challenges and complex realities of learning to thrive as an English teacher and the factors which contribute to their developing self efficacy. It will be of particular interest to those who work with BTs of English in a variety of roles, including subject mentors, SCTs, PRT coordinators and members of a school-as-a learning-community employing beginning teachers.