As student teachers move into school, it is worth returning to the questions opened up in the pre-course tasks and in this activity. When they see literature being experienced (read? taught? learnt?) in the classroom, their conception of the category of literature and their own subject knowledge begin to be transformed; when they begin to plan lessons and sequences of lessons, the transformation continues (see Stevens et al. 2006). And this is also why it is helpful for student teachers to keep a subject knowledge journal in which they can record and reflect on these transformations.
