Full Description
This book is an opportunity to both explore the concepts and theories that shape our current work as English educators and look ahead to new directions for the future of the field. It examines practices that illustrate the principles that guide English educators' teaching of the English Language Arts Methods course. New directions for the future of the field are also explored. The book's chapters include both practical enactments and theoretical examinations of teaching ELA methods courses. By including both theory and practice in the chapters, this book attends to current realities and potential futures of the field.
Contents
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
