Innovations in English Language Arts Teacher Education

Front Cover
Innovations in English Language Arts Teacher Education
Copyright Page
Contents
List of Contributors
Foreword to Innovations in English Language Arts Teacher Education
	References
Editor’s Introduction to Innovations in English Language Arts Teacher Education
Part I: Toward a Broader Vision of English Teacher Education
	Section Introduction to Part I
		Reference
	Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-Service Teachers in the 21st Century
		Introduction: Michael’s Reflection
		Many Paradigms of ELA and What They May Mean for English Teacher Preparation
		Finding Footing in the Discursively Constructed Terrain of English Language Arts
		Mapping the Discursively Constructed Terrain in an English Methods Course
		Dexterous Teaching: Finding and Maintaining Footing Out in the Field
			Jeff
			Jaz
			Amy
			Samantha
		Discussion
		References
		Appendix
	Preparing English Teachers for Today’s Context: Researching Effective Practice through Methods Courses
		Methods Courses in English Language Arts
		Identifying “New Areas of Emphasis” within ELA Methods Courses
			Literacy and Content-Area Literacy
			New Technologies and New Literacies in English Education Methods Courses
			The Integration of Field Experiences with Coursework
			The Preparation of Teachers for Students with Diverse Racial, Cultural, and Linguistic Backgrounds
			K12 Content Standards and Associated Assessments
		Embracing “Awareness” and “Application”
		Becoming Public Scholars and Moving the Field of ELA into the Future
		References
	Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong
		Self-Advocacy and Mentorship
			What We Learned
		Advocating for Students
			What We Learned
			Advocacy for the Profession
			Grassroots Efforts
			State Advocacy Day
		Humanity and Hope through Advocacy
		References
Part II: Lenses for Preparing Prospective Teachers to Teach English Language Arts
	Section Introduction to Part II
		References
	Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-Service Teacher Education
		Traditional Approaches to Adolescents, Identity, and Literature Instruction
			Autonomous Identity and the Developing Adolescent
			Autonomous Identity Development in the ELA Classroom
		An Alternative Approach to Adolescents and Literature Instruction
			Sociocultural Theories of Identity
			Rethinking Adolescents and Identity Development
		Teaching Literature to Adolescents through a Sociocultural View of Identity
			Key Shifts in Approaching Literature Instruction
			Key Instructional Practices
				Adopting Alternative Perspectives
				Negotiating Identities across Different Social Worlds
				Making Connections across People and Texts
		Preparing Pre-Service English Teachers for Identity-Focused Literature Instruction
			Selecting and Evaluating Texts
				Movement and Negotiation across Social Worlds
				Multiple and Competing Perspectives
				Unresolved Identities
				Complex and Unexpected Portrayals of Young People
			Conceptualizing and Developing Identity-Focused Literature Instruction
				Learning about Communities, Schools, and Students
				Pinpointing Problems and Issues for Exploration
				Providing a Range of Texts and Perspectives
			Designing Instructional Practices and Activities for Identity Exploration
				Dialogic Discussion
				Drama and Role-Play
				Writing
				Language Study
		Conclusions
		References
		Literary Texts
	Re-Positioning Youth in English Teacher Education
		Brief Overview of Related Theory and Scholarship
		Rethinking the Young Adult Literature Course in English Teacher Education
			Providing Contrastive Perspectives to Disrupt a Naturalized View of Adolescence
			Using Media to Employ the Youth Lens
		A “Re-Positioning Pedagogy”: Youth as Experts in English Teacher Education
			“At-Risk” Youth Teaching English Teachers How to Write and Teach Poetry
			LGBTQ Youth Teaching Future English Teachers about Young Adult Literature and Their Experiences in Schools
		Thinking Programmatically
		Note
		References
	Beyond the Knowledge Economy: Teaching English for Economic Justice
		The Economic Mission of ELA
		Technology and Literacy
		From Technology to Power
		Power, Critique, and ELA
		A Raisin in the Sun and Economic Critique
		A Scenario: Debating Debate Club
		Scenario Debrief
		Looking Ahead
		Acknowledgment
		References
	From Research to Practice: Writing, Technology, and English Teacher Education
		Articulating Our Positionality as Researchers and Teacher Educators
		International Practices within English Teacher Education
			Engaging in Creative Writing: Jen Scott Curwood
				Teacher Preparation Context
				Case Study Context
				Findings: Alice’s Experiences as a Writer and Teacher
					Accessing Readers and Reviewers
					Learning about Writing Pedagogy
				Discussion
			Blogging in the English Classroom: Jayne C. Lammers
				Teacher Preparation Context
				Case Study Context
				Findings: Blogging in Thom’s class
					Blogging as Instruction
					Blogging as Student Production
				Discussion
			#WalkMyWorld, a Social Media English Education Experiment: Alecia Marie Magnifico
				Teacher Preparation Context
				Case Study Context
				Findings: Learning through #WalkMyWorld
					Student Choice
					Writing for Audience
				Discussion
		Implications for English Teacher Education
		References
Part III: Social Justice Oriented English Language Arts Teacher Preparation
	Section Introduction to Part III
	The Critical Centrality of Social Justice in English Teacher Education
		Reclaiming “Social Justice” in the Public Arena and in English Teacher Preparation
		Critically Centering Social Justice across English Education Coursework
		Policy, Research, and Social Justice Advocacy in NCTE
		Critically Centering Social Justice within and beyond English Education
		Notes
		References
		Appendix
		Professional Knowledge and Skills
	Addressing LGBTQ-Themed Texts and Heteronormativity in English Education
		LGBTQ (In)Visibility in Teacher Education
		Moving beyond Models of LGBTQ Inclusion and Addressing Heteronormativity
		LGBTQ-Themed Texts and Heteronormativity in English Education
		Modeling Critical Units of Study in the English Methods Course
			Scaffolding Candidates’ Analyses of Instructional Methods for Critical Interpretation
			Prompting Critical Curricular Modifications
			Initiating Critical Reflection of Field Observations
		Assessing Student Work and Constructing a Lesson Plan
			Blogging about LGBTQ-Themed Texts and Heteronormativity
		Discussion and Implications
		Note
		References
	Toward Clinically Rich English and Literacy Teacher Preparation: A Tale of Two Programs
		Clinically Rich English Teacher Preparation in the Stanford Teacher Education Program
		Practice-Based Learning in STEP
		Design and Settings of Clinical Placements in STEP
		Hunter College/New Visions for Public Schools
			Graduate Urban Teacher Residency in English Language Arts
		Collaborative Recruitment, Admissions, and Orientation
		Residents’ Gradual Entry into the Profession
		Mentoring, Supervision, and Assessment
		Discussion and Implications
		References
	Telling Our Stories: Navigating Social justice-oriented Teaching on the Ground
		Social Justice Teaching in English Teacher Preparation
		Storying Our Work
			Terri
			Lauren
			Kate
			Madey
			Maddy
		Weaving Our Stories Together
			Labels and the Complexities of Identity
			Privilege, Authority, and Our Role in Social Justice Work
			Defining “Success” in Social Justice Teaching
			How Are We Activist-Allies?
		References
About the Authors