Principles that Shape English Teacher Education
Pedagogy for Innovation and Change
Herausgeber: Gallo, Jessica R.; Parsons, Christopher; Hallman, Heidi L.
Principles that Shape English Teacher Education
Pedagogy for Innovation and Change
Herausgeber: Gallo, Jessica R.; Parsons, Christopher; Hallman, Heidi L.
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This book examines practices that illustrate the principles that guide English educators' teaching of the English Language Arts Methods course. By including both theory and practice, this book attends to current realities and potential futures of the field.
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This book examines practices that illustrate the principles that guide English educators' teaching of the English Language Arts Methods course. By including both theory and practice, this book attends to current realities and potential futures of the field.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: RLPG/Galleys
- Seitenzahl: 222
- Erscheinungstermin: 20. Februar 2024
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 368g
- ISBN-13: 9781475868982
- ISBN-10: 1475868987
- Artikelnr.: 68989162
- Verlag: RLPG/Galleys
- Seitenzahl: 222
- Erscheinungstermin: 20. Februar 2024
- Englisch
- Abmessung: 229mm x 152mm x 13mm
- Gewicht: 368g
- ISBN-13: 9781475868982
- ISBN-10: 1475868987
- Artikelnr.: 68989162
Edited by Jessica R. Gallo; Christopher Parsons and Heidi L. Hallman
Introduction: Theorizing the Genre of the Beliefs Statement: Within and
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Introduction: Theorizing the Genre of the Beliefs Statement: Within and
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors
Beyond Belief
Christopher Parsons and Jessica Gallo
Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses
Amber Jensen
Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field
Experiences as Dissonant Spaces
Christopher Parsons
Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking
Melanie Shoffner
Chapter 4: An Argument about Argument Writing: Taking a Stance on the
Five-Paragraph Essay
Mike Metz
Chapter 5: The English Classroom as a Contested Space: Fostering Critical
Dialogue and Anti-Racist English Language Arts Practices
Hilary Lochte and Kristen Pastore-Capuana
Chapter 6: Planning Units to Work Within and Subvert the System by
Critically Viewing Canonical Texts Through Literature Circles
Julie Bell
Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority
as Teachers of Reading
Allison Wynhoff Olsen and William Fassbender
Chapter 8: English Pedagogy Through Critical Lenses: Empowering English
Teachers as Agents of Change
Katharine Covino
Chapter 9: Figuring Out the Path Forward Together: The Power of
Collaborative Reflection and Problem-Posing in Field-Based English Language
Arts Teacher Education
Michelle Fowler-Amato
Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change:
Moving Beyond the Methods Course
Lara Searcy
Chapter 11: The Impact of Policies That Promote the Science of Reading on
English Teacher Preparation
William Kerns
Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to
Prepare Students Facing Financial Challenges
Jeremy Glazer and Emily Wender
Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy
Development: Preparing Antiracist Future English Teachers
Christian Z. Goering and Holly Sheppard Riesco
Chapter 14: Beyond the Book: Critical Connective Literacies between
Students and Authors on Social Media
Nora Peterman and Connor Warner
Chapter 15: Debating the Discourse of Professionalism with Pre-service
English teachers
Heidi L. Hallman
About the Authors