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Assignment 1: Teaching Who I am
Teachers ‘teach what they are’, (Boomer, 1985, p.203). Or, as Williams Ayers puts it, teaching requires ‘a serious encounter with autobiography’, a preparedness to confront the making of ourselves (Ayers, 1993, p.129). Whatever else teachers teach, writes Ayers, they ‘teach themselves’ (Ayers, ibid).
Your autobiography shapes your work as an English teacher in powerful ways. In this assignment, we ask you to reflect upon who you are, on your values and beliefs about teaching English, and on your commitment to becoming an English teacher.
Who are you? Who will you be in the English classroom? What will this look like in practice? Why did you decide to become an English teacher? What are your experiences of English and schooling more generally. How might these impact upon your practice? How will you approach the classroom? How will your pedagogy draw upon your self, your beliefs and attitudes? What challenges do you imagine you will encounter?
You are being asked to engage in an inquiry into your past and into the conditions of your own making. Frigga Haug calls this kind of writing ‘memorywork’ in which people discover aspects of themselves of which they may have been unaware. This is not an exercise in nostalgia but ‘a serious encounter with autobiography’ (as Ayers puts it), a confrontation with self that will be both challenging and rewarding.
Criteria for assessment
Your work should show that you have engaged in a genuine inquiry into your own making as an English teacher. This inquiry should grapple with current issues in English teaching and schools and how these relate to your professional identity . This means drawing on the available research literature to think about English teaching. Some of this material will be mentioned in your university classes, but there is nothing to stop you from doing a literature search in order to identify other significant research.
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