This book focuses on English teacher educators' experiences concerning professionalization and teacher identity. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today.
This book focuses on English teacher educators' experiences concerning professionalization and teacher identity. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today.
Heidi L. Hallman, Ph.D., is Professor of English Education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts. Kristen Pastore-Capuana, Ph.D., is Assistant Professor of English Education in the English Department at Buffalo State College. She is the Assistant Director of the Western New York Network of English Teachers (WNYNET). Donna L. Pasternak, Ph.D., is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. She directs the University of Wisconsin-Milwaukee Writing Project.
Inhaltsangabe
Acknowledgements Editors' Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English Education Amber Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J. McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice Teachers Navigating Tensions in Identity Katharine Covino A Response to Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike Cook Section II: External Pressures on Teachers' Professionalization Chapter 4: Writing Problems and Promises in Standardized Teacher Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A Response to Chapter 4 Connor K. Warner Chapter 5: Changing English: Technology and its Impact on the Teaching of English Education Donna L. Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next Door and Talk about Our Lessons': One State's Context and Collaboration around Standards-Based Reform Lara Searcy and Christian Z. Goering A Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and Reflection Meaningful for English Teacher Candidates Julie Bell A Response to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond English Language Arts: Challenges to our Profession Chapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie Shoffner Chapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About the Contributors Index
Acknowledgements Editors' Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English Education Amber Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J. McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice Teachers Navigating Tensions in Identity Katharine Covino A Response to Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike Cook Section II: External Pressures on Teachers' Professionalization Chapter 4: Writing Problems and Promises in Standardized Teacher Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A Response to Chapter 4 Connor K. Warner Chapter 5: Changing English: Technology and its Impact on the Teaching of English Education Donna L. Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next Door and Talk about Our Lessons': One State's Context and Collaboration around Standards-Based Reform Lara Searcy and Christian Z. Goering A Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and Reflection Meaningful for English Teacher Candidates Julie Bell A Response to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond English Language Arts: Challenges to our Profession Chapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie Shoffner Chapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About the Contributors Index
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