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.
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.
Edited by Jessica R. Gallo; Christopher Parsons and Heidi L. Hallman
Inhaltsangabe
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
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
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