Literature, university education and the making of english teachers

Wayne Sawyer, Larissa Mc Lean Davies, Philip Mead

Research output: Chapter in Book/Conference paperChapterpeer-review

1 Citation (Scopus)


This chapter arises from a research project recently completed in Australia, which focused on the literary component of the school English curriculum, the assumptions about knowledge that are part of that and the role of literary knowledge in the development of English teachers. Any such inquiry must recognise the historical and contemporary challenges of epistemological issues for English in both school and university contexts. Many universities teach ‘English’ within diverse programs that include theoretical, historicist, archival, comparative, book history and language units as well as more traditional literature focused or thematic units. Some Professors of English have an active role in teaching secondary students at various local, specialist events such as public lectures on secondary set texts, lectures at English teachers associations, and similar, events, or workshops on topics of interest to secondary students and teachers.
Original languageEnglish
Title of host publicationInternational Perspectives on English Teacher Development
Subtitle of host publicationFrom Initial Teacher Education to Highly Accomplished Professional
EditorsAndrew Goodwyn, Jacqueline Manuel, Rachel Roberts, Lisa Scherff, Wayne Sawyer, Cal Durrant, Don Zancanella
PublisherTaylor & Francis
Number of pages13
ISBN (Electronic)9781000789652
ISBN (Print)9780367766900
Publication statusPublished - 30 Nov 2022


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