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Pedagogical Dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour

English, E.; Hargreaves, L.; Hislam, J.

Authors

L. Hargreaves

J. Hislam



Abstract

This paper argues that the National Literacy Strategy (NLS) offers contradictory pedagogical advice to teachers on 'interactive teaching'. It reports research on teachers' perceptions of and responses to this advice and focuses particularly on NLS demands for teaching which is 'well paced with a sense of urgency'. Evidence from case studies and systematic observations of classroom interaction is used to show that whilst teachers vary in their sensitivity to the dilemmas posed by NLS demands, their classroom discourse in the Literacy Hour is quantitatively and qualitatively different from pre-NLS discourse. It is suggested that opportunities for critical reflection on practice are needed to help teachers articulate and resolve the dilemmas created by the imposition of prescribed programmes on personal educational principles.

Citation

English, E., Hargreaves, L., & Hislam, J. (2002). Pedagogical Dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education, 32(1), 9-26. https://doi.org/10.1080/03057640220116409

Journal Article Type Article
Publication Date 2002-03
Deposit Date Jan 29, 2007
Journal Cambridge Journal of Education
Print ISSN 0305-764X
Electronic ISSN 1469-3577
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 32
Issue 1
Pages 9-26
DOI https://doi.org/10.1080/03057640220116409

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