Using Tension as a Resource

New Visions in Teaching the English Language Arts Methods Class
Herausgeber: Hallman, Heidi L.; Pasternak, Donna L.; Pastore-Capuana, Kristen

• Broschiertes Buch

Produktbeschreibung

This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter's content. Content with the chapters in the book focus on describing a "tension" or "dilemma" that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters' responses highlights the importance of the field's history and its present response to the tension featured. This book will be a useful resource to teacher educators who wish to investigate new approaches to dilemmas faced in teaching the methods class to pre-service teachers.

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Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 210
• Erscheinungstermin: 16. April 2019
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 349g
• ISBN-13: 9781475845488
• ISBN-10: 1475845480
• Artikelnr.: 55712692

Autorenporträt

Edited by Heidi L. Hallman; Kristen Pastore-Capuana and Donna L. Pasternak

Inhaltsangabe

Acknowledgments Editors' Introduction Heidi L. Hallman, Kristen
Pastore-Capuana, and Donna L. Pasternak Section I: Frameworks for English
Education Chapter 1: Educating Teachers for Critical Pragmatism: Methods as
a "Conceptual Home Base" Lauren Gatti, Sarah Thomas, Jessica Masterson,
Robert Brooke, and Rachael Wendler-Shah A Response to Chapter 1 Melissa
Schieble Chapter 2: Enduring Assignments in the Methods Course: Lesson
Planning and Micro-Teaching as Trigger Points for Stimulating Social
Justice Teaching Terri L. Rodriguez A Response to Chapter 2 Allison Wynhoff
Olsen Chapter 3: Exploring Tensions During Critical Conversations about
Race in English Education Amy Vetter and Melissa Schieble A Response to
Chapter 3 Lauren Gatti Section II: Practices in English Education Chapter
4: Writing in and for the 21st Century: Crossing Digital and Multimodal
Thresholds in ELA Methods Courses Amber Jensen A Response to Chapter 4 Mike
Metz Chapter 5: Moving Pre-service English Majors from Egocentric to
Sociocentric Readings Crag Hill A Response to Chapter 5 Christopher M.
Parsons Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of
Louise M. Rosenblatt Sue Ringler Pet A Response to Chapter 6 Crag Hill
Chapter 7: Teacher Candidates' Perspectives on Tensions within the
Methods-Based Field Experience Christopher M. Parsons A Response to Chapter
7 Laura A. Renzi Section III: Communities of English Education Chapter 8:
English Education Methods Courses as Sites of Induction into English
Teacher Communities of Practice James Cercone and Kristen Pastore-Capuana A
Response to Chapter 8 Amber Jensen Chapter 9: Tensions in ELA Field
Experiences: Service-learning Initiatives in Rural Contexts Allison Wynhoff
Olsen A Response to Chapter 9 Jamie M. Collins Chapter 10: A Teaching
Mythology: Disrupting the Tutor/Teacher Dichotomy Heidi L. Hallman and
Melanie N. Burdick A Response to Chapter 10 Terri L. Rodriguez About the
Editors About the Contributors Index