Overview

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.

Full Product Details

Author:   Jessica R. Gallo ,  Christopher Parsons ,  Heidi L. Hallman
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Dimensions:   Width: 15.20cm , Height: 1.60cm , Length: 22.80cm
Weight:   0.345kg
ISBN:  

9781475868982

ISBN 10:   1475868987
Pages:   220
Publication Date:   16 January 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of 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

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Jessica R. Gallo is Associate Professor of English Education at the University of Nevada, Reno. Her research focuses on English teacher preparation, middle and secondary writing pedagogy, and rural education. Her recent work has been published in the journals Voices from the Middle (2021), The Rural Educator (2020), and Teaching/Writing: The Journal of Writing Teacher Education (2020). Christopher M. Parsons is Associate Professor of English Education and the Coordinator of Secondary English Education at Keene State College (NH). Parsons’s recent work, which has been published in the journals English Education (2021) and in the edited collection, Methods into Practice: New Visions in Teaching the English Language Arts Methods Course (2019), has focused on clinical field experiences for English teacher candidates. Heidi L. Hallman is Professor and Chair in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include studying how prospective teachers are prepared to teach in diverse school contexts. Hallman’s published work includes (Bloomsbury, 2017), Secondary English teacher education in the United States: Responding to a changing context (Bloomsbury, 2017), a national study of how English teachers are prepared and winner of the Richard Meade award for research in English education. Hallman’s work has been published in English Education, Teaching Education,Teacher Education Quarterly, Equity & Excellence in Education, among others.

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