Possibilities, Challenges, and Changes in English Teacher Ed

Edited by Heidi L. Hallman; Kristen Pastore-Capuana and Donna L. Pasternak

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.

AcknowledgementsEditors' IntroductionHeidi L. Hallman, Kristen Pastore-Capuana, and Donna L. PasternakSection I: English Language Arts Teachers' Professional Roles and IdentitiesChapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English EducationAmber Warrington and Michelle Fowler-AmatoA Response to Chapter 1Melinda J. McBee OrzulakChapter 2: 'It's Just Not What I Thought It Would Be:' Novice Teachers Navigating Tensions in IdentityKatharine CovinoA Response to Chapter 2Amber Warrington and Michelle Fowler-AmatoChapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA ClassroomMelanie ShoffnerA Response to Chapter 3Brandon Sams and Mike CookSection II: External Pressures on Teachers' ProfessionalizationChapter 4: Writing Problems and Promises in Standardized Teacher Performance AssessmentSarah Hochstetler and Melinda J. McBee OrzulakA Response to Chapter 4Connor K. WarnerChapter 5: Changing English: Technology and its Impact on the Teaching of English EducationDonna L. PasternakA Response to Chapter 5Julie BellChapter 6: 'We Need to Go Next Door and Talk about Our Lessons': One State's Context and Collaboration around Standards-Based ReformLara Searcy and Christian Z. GoeringA Response to Chapter 6Jessica GalloChapter 7: Making Video Recording and Reflection Meaningful for English Teacher CandidatesJulie BellA Response to Chapter 7Christian Z. Goering and Seth D. FrenchSection III: Beyond English Language Arts: Challenges to our ProfessionChapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods CoursesJeff Spanke and Chea PartonA Response to Chapter 8Melanie ShoffnerChapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods CourseBrandon Sams and Mike CookA Response to Chapter 9Jeremy GlazerChapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher PreparationJeremy GlazerA Response to Chapter 10Jeff SpankeAbout the EditorsAbout the ContributorsIndex