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Becoming a Teacher

becoming a teacher

teacher narratives of becoming

But rather than talking from any would-be objective perspective about ‘Becoming a teacher,’ we devote this section of the website to pre-service and early-career teachers writing about their ‘becoming.’

Sam Boucher becoming a teacher

Sam Boucher

Choose below from the wide variety of narratives about English teaching practice and learning to teach English. The narratives are written, in most cases, by pre-service English teachers at Monash University over recent years. Some narratives are written by Monash graduates who are now early career teachers, and some are collaborative pieces co-written with more experienced colleagues or with teacher educators.

We intend to add to this collection of pre-service and early-career teacher narratives. If you would like to contribute your authentic teacher narrative (less than 1500 words preferred), please send it to

enged@englisheducation.monash.edu.au

collaborations

Graham Parr & Natalie Bellis, ‘Autobiographical inquiry in pre-service and early- career teacher learning: the dialogic possibilities’

Scott Bulfin & Katrina Mathews, ‘Reframing beginning English teachers as knowledge producers: Learning to teach and transgress’
Shona Gibson, ‘Narrative of a pre-service teacher’



	"I’ve always been a writer, but I’ve never really given much thought to the process of writing. I’d get an idea and I’d write about it. Most of the time editorial deadlines drove me to write; I didn’t have much time to reflect on where my ideas came from. However, now that I plan to teach English, and by default writing, I’m beginning to realize that writing doesn’t just happen." Terry Cantwell Monash pre-service teacher (2005)