Normal view MARC view ISBD view

Secondary English teacher education in the United States / Donna L. Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi and Leslie S. Rush.

By: Pasternak, Donna L [author.].
Contributor(s): Caughlan, Samantha [author.] | Hallman, Heidi L, 1976- [author.] | Renzi, Laura [author.] | Rush, Leslie S, 1962- [author.].
Material type: TextTextSeries: Reinventing teacher education: Publisher: London ; New York, NY : Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2018Description: xiv, 214 pages : 2 maps ; 24 cm.Content type: text | cartographic image Media type: unmediated Carrier type: volumeSubject(s): English teachers -- Training of -- United States | High school teachers -- Training of -- United States | English language -- Study and teaching (Secondary) -- United States | English language -- Study and teaching (Secondary) | English teachers -- Training of | High school teachers -- Training of | United StatesAdditional physical formats: Online version:: Secondary English teacher education in the United States.DDC classification: 428.0071/2
Contents:
English teacher education in the United States -- Portrait of English teacher education across time: an introduction to the field -- English teacher education: a portrait of the field today -- Awareness versus application: intersections between methods and field placements -- Challenges and changes facing US English teacher education -- Standards and assessment: tensions between utility and critique -- Literacy instruction: methods for integrating reading and writing -- Teaching diverse learners: methods to address cultural and linguistic diversity -- Technology integration: essential but inconsistent content -- Commitments and change: future directions for ELA education in the US.
Summary: "Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. In Part I, the authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They then analyze the context under which teacher educators currently prepare pre-service English teachers in the US. This enables teacher educators in other countries to make comparisons to their own unique historical and cultural settings. Part II offers an evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. It draws on evidence from case studies, course syllabi and focus group interviews to focuses on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - standards and assessment; - teaching literacy to integrate reading and writing; - working with English language learners to address cultural and linguistic diversity; - new technologies in English education. This book will serve as a model for other secondary school disciplines worldwide to examine their own content, skills, and practices to ascertain the conditions under which teacher preparation occurs"-- Provided by publisher.
Tags from this library: No tags from this library for this title. Log in to add tags.
Item type Current location Call number Status Date due Barcode
Book University of Texas At Tyler
Stacks - 3rd Floor
LB1631 .P29 2018 (Browse shelf) Available 0000002331387

"Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. In Part I, the authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They then analyze the context under which teacher educators currently prepare pre-service English teachers in the US. This enables teacher educators in other countries to make comparisons to their own unique historical and cultural settings. Part II offers an evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. It draws on evidence from case studies, course syllabi and focus group interviews to focuses on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - standards and assessment; - teaching literacy to integrate reading and writing; - working with English language learners to address cultural and linguistic diversity; - new technologies in English education. This book will serve as a model for other secondary school disciplines worldwide to examine their own content, skills, and practices to ascertain the conditions under which teacher preparation occurs"-- Provided by publisher.

Includes bibliographical references (pages 187-210) and index.

English teacher education in the United States -- Portrait of English teacher education across time: an introduction to the field -- English teacher education: a portrait of the field today -- Awareness versus application: intersections between methods and field placements -- Challenges and changes facing US English teacher education -- Standards and assessment: tensions between utility and critique -- Literacy instruction: methods for integrating reading and writing -- Teaching diverse learners: methods to address cultural and linguistic diversity -- Technology integration: essential but inconsistent content -- Commitments and change: future directions for ELA education in the US.

There are no comments for this item.

Log in to your account to post a comment.