Description
This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors’ detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked "wobble moments." These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.
Table of Contents
Preface
Acknowledgements
Chapter One: The First First Day, The Excitement and Tension of Moving into the Role of Teacher
Chapter Two: Emelio, Autumn of the First Year, The Necessity of Trial and Error
Chapter Three: Rachel, Autumn of the First Year, Traversing Collegiality, Classroom Management, and Planning Changes
Chapter Four: Emelio, Spring of the First Year, Negotiating Classroom Order, Teacher Needs, and Student Expectations
Chapter Five: Rachel, Spring of the First Year, The Importance of Collaboration and a Search for Balance
Chapter Six: Emelio, Autumn of the Second Year, Authentic Assessment, Power, Positioning, and Peer Influence
Chapter Seven: Rachel, Autumn of the Second Year, Change is Good! Change is Good?
Chapter Eight: Emelio, Spring of the Second Year, Learning to Nurture Literacy Development through Connection
Chapter Nine: Rachel, Spring of the Second Year, Teaching Dialogically, School Safety, and Uncertain Futures
Chapter Ten: A Place We Want to Be
Appendix A
Index
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