Innovations in English Language Arts Teacher Education Vol: 27

Stefinee E. Pinnegar
Brigham Young University, USA

Heidi L. Hallman
University of Kansas, USA


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Product Details
Format:
Hardback
ISBN:
9781787140516
Published:
02 Feb 2017
Publisher:
Emerald Publishing Limited
Dimensions:
256 pages - 152 x 229mm
Series:
Advances in Research on Teaching

Categories:

Changes in the discipline of english language arts teacher education have produced a much more expansive understanding of literacy and of what teachers of English language arts do. 
This volume addresses these changes by featuring innovation—both theoretical and applied—in the field itself. Changes in the field of English language arts teacher education suggest a need to also examine how teachers approach learning to teach in a field that has so quickly evolved. This book seeks to understand how a future teaching force will approach this changing landscape and how we, as English teacher educators, might effectively prepare them to do so.
Foreword - Todd DeStigter, University of Illinois-Chicago Editor’s Introduction to Innovations in English Language Arts Teacher Education - Heidi L. Hallman, University of Kansas PART I: TOWARD A BROADER VISION OF ENGLISH TEACHER EDUCATION Section Introduction to Part I - Heidi L. Hallman 1. Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-service Teachers in the 21st Century - Cori McKenzie, Michael Macaluso, Kati Macaluso 2. Preparing English Teachers for Today’s Context: Researching Effective Practice through the Methods Course - Donna Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, Leslie Rush 3. Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong - Shelbie Witte, Christian Z. Goering PART II: LENSES FOR PREPARING PRE-SERVICE TEACHERS TO TEACH ENGLISH LANGUAGE ARTS Section Introduction to Part II - Heidi L. Hallman 4. Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-service Teacher Education - Amanda Haertling Thein, Richard Beach, Anthony Johnston 5. Re-positioning Youth in English Teacher Education - Robert Petrone, Sophia Tatiana Sarigianides 6. Beyond the Knowledge Economy: Teaching English for Economic Justice - Ross Collin 7. From Research to Practice: Writing, Technology, and English Teacher Education - Jen Scott Curwood, Jayne C. Lammers, Alecia Marie Magnifico PART III: SOCIAL JUSTICE PARTNERSHIP ORIENTED ENGLISH LANGUAGE ARTS TEACHER PREPARATION Section Introduction to Part III - Heidi L. Hallman 8. The Critical Centrality of Social Justice in English Teacher Education - Deborah Bieler, Leslie David Burns 9. Addressing LGBT-themed Texts and Heteronormativity in English Education - Melissa Schieble, Jody Polleck 10. Clinically Rich English Teacher Preparation: Models, Possibilities and Challenges - Peter Williamson, Marshall A. George 11. Telling Our Stories: Navigating Social Justice Oriented Teaching on the Ground - Terri L. Rodriguez, Catherine (Kate) M. Bohn-Gettler, Madeleine (Madey) H. Israelson, Madeline (Maddy) A. O’Brien, Lauren Thoma
Heidi L. Hallman is Associate Professor of English education at the University of Kansas. Her interests include “at risk” students’ literacy learning as well as the preparation of prospective English teachers. Her research has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education and Journal of Adolescent & Adult Literacy. She is author of Millennial Teachers: Learning to Teach in Uncertain Times (Routledge, 2017) and co-author of Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015).
English, education, and curriculum and instruction scholars from the US present 11 essays that detail innovations in the field of English language arts teacher education. They describe the changing landscape of the field, including important shifts, the context of methods courses focusing on the teaching of English, and the political landscape of teacher education; preparing prospective teachers, including teaching literature through an identity-focused framework, how to address dominant discourses of adolescence, teaching English for economic justice, and writing in global teacher education programs; and the role of social justice in English language arts teacher education.

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