Possibilities, Challenges, and Changes in English Teacher Education Today
Exploring Identity and Professionalization
Herausgeber: Hallman, Heidi L.; Pastore-Capuana, Kristen; Pasternak, Donna L.
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Possibilities, Challenges, and Changes in English Teacher Education Today
Exploring Identity and Professionalization
Herausgeber: Hallman, Heidi L.; Pastore-Capuana, Kristen; Pasternak, Donna L.
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This book focuses on English teacher educators' experiences concerning professionalization and teacher identity. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today.
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This book focuses on English teacher educators' experiences concerning professionalization and teacher identity. Throughout the book, chapter authors articulate dilemmas that focus around professionalization and teacher identity, questioning what it means to be an English teacher today.
Produktdetails
- Produktdetails
- Verlag: RLPG/Galleys
- Seitenzahl: 206
- Erscheinungstermin: 24. Mai 2019
- Englisch
- Abmessung: 235mm x 157mm x 17mm
- Gewicht: 495g
- ISBN-13: 9781475845365
- ISBN-10: 1475845367
- Artikelnr.: 55492568
- Verlag: RLPG/Galleys
- Seitenzahl: 206
- Erscheinungstermin: 24. Mai 2019
- Englisch
- Abmessung: 235mm x 157mm x 17mm
- Gewicht: 495g
- ISBN-13: 9781475845365
- ISBN-10: 1475845367
- Artikelnr.: 55492568
Edited by Heidi L. Hallman; Kristen Pastore-Capuana and Donna L. Pasternak
Acknowledgements Editors' Introduction Heidi L. Hallman, Kristen
Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts
Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice
Teachers in Productive Struggle Through Antideficit English Education Amber
Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J.
McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice
Teachers Navigating Tensions in Identity Katharine Covino A Response to
Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The
Potential of Problematic Practice: Educating Teachers for the Secondary ELA
Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike
Cook Section II: External Pressures on Teachers' Professionalization
Chapter 4: Writing Problems and Promises in Standardized Teacher
Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A
Response to Chapter 4 Connor K. Warner Chapter 5: Changing English:
Technology and its Impact on the Teaching of English Education Donna L.
Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next
Door and Talk about Our Lessons': One State's Context and Collaboration
around Standards-Based Reform Lara Searcy and Christian Z. Goering A
Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and
Reflection Meaningful for English Teacher Candidates Julie Bell A Response
to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond
English Language Arts: Challenges to our Profession Chapter 8: More than
left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods
Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie
Shoffner Chapter 9: Learning from Interns Who Leave the Profession:
Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike
Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the
Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation
Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About
the Contributors Index
Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts
Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice
Teachers in Productive Struggle Through Antideficit English Education Amber
Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J.
McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice
Teachers Navigating Tensions in Identity Katharine Covino A Response to
Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The
Potential of Problematic Practice: Educating Teachers for the Secondary ELA
Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike
Cook Section II: External Pressures on Teachers' Professionalization
Chapter 4: Writing Problems and Promises in Standardized Teacher
Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A
Response to Chapter 4 Connor K. Warner Chapter 5: Changing English:
Technology and its Impact on the Teaching of English Education Donna L.
Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next
Door and Talk about Our Lessons': One State's Context and Collaboration
around Standards-Based Reform Lara Searcy and Christian Z. Goering A
Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and
Reflection Meaningful for English Teacher Candidates Julie Bell A Response
to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond
English Language Arts: Challenges to our Profession Chapter 8: More than
left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods
Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie
Shoffner Chapter 9: Learning from Interns Who Leave the Profession:
Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike
Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the
Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation
Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About
the Contributors Index
Acknowledgements Editors' Introduction Heidi L. Hallman, Kristen
Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts
Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice
Teachers in Productive Struggle Through Antideficit English Education Amber
Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J.
McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice
Teachers Navigating Tensions in Identity Katharine Covino A Response to
Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The
Potential of Problematic Practice: Educating Teachers for the Secondary ELA
Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike
Cook Section II: External Pressures on Teachers' Professionalization
Chapter 4: Writing Problems and Promises in Standardized Teacher
Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A
Response to Chapter 4 Connor K. Warner Chapter 5: Changing English:
Technology and its Impact on the Teaching of English Education Donna L.
Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next
Door and Talk about Our Lessons': One State's Context and Collaboration
around Standards-Based Reform Lara Searcy and Christian Z. Goering A
Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and
Reflection Meaningful for English Teacher Candidates Julie Bell A Response
to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond
English Language Arts: Challenges to our Profession Chapter 8: More than
left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods
Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie
Shoffner Chapter 9: Learning from Interns Who Leave the Profession:
Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike
Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the
Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation
Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About
the Contributors Index
Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts
Teachers' Professional Roles and Identities Chapter 1: Engaging Preservice
Teachers in Productive Struggle Through Antideficit English Education Amber
Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J.
McBee Orzulak Chapter 2: 'It's Just Not What I Thought It Would Be:' Novice
Teachers Navigating Tensions in Identity Katharine Covino A Response to
Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The
Potential of Problematic Practice: Educating Teachers for the Secondary ELA
Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike
Cook Section II: External Pressures on Teachers' Professionalization
Chapter 4: Writing Problems and Promises in Standardized Teacher
Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A
Response to Chapter 4 Connor K. Warner Chapter 5: Changing English:
Technology and its Impact on the Teaching of English Education Donna L.
Pasternak A Response to Chapter 5 Julie Bell Chapter 6: 'We Need to Go Next
Door and Talk about Our Lessons': One State's Context and Collaboration
around Standards-Based Reform Lara Searcy and Christian Z. Goering A
Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and
Reflection Meaningful for English Teacher Candidates Julie Bell A Response
to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond
English Language Arts: Challenges to our Profession Chapter 8: More than
left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods
Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie
Shoffner Chapter 9: Learning from Interns Who Leave the Profession:
Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike
Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the
Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation
Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About
the Contributors Index