ABSTRACT

Allen and R. Toplis suggest that, in the initial training year, the roles and responsibilities of a student teacher relate largely to teaching particular classes. Although they may have experience of some of the wider roles and responsibilities of teachers, this is usually for familiarisation so that the successful beginning teacher can become further involved after completing their Initial Teacher Education. In the context of secondary teaching of English, this ‘delivered’ product might be seen to be the statutory orders for English, which prescribe the requirements for the curriculum. Teacher development within Hoyle’s model means acquiring and honing skills of delivery through training, rather than conceptualisation of knowledge through education. The discussion and development of the professionalism of English Teachers' student teacher may also be addressed as part of their understanding of their role in school. Almost all teaching staff in a school will be involved in a pastoral role of one kind or another.