Using Tension as a Resource

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

This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter's content. Content with the chapters in the book focus on describing a "tension" or "dilemma" that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters' responses highlights the importance of the field's history and its present response to the tension featured. This book will be a useful resource to teacher educators who wish to investigate new approaches to dilemmas faced in teaching the methods class to pre-service teachers.

AcknowledgmentsEditors' IntroductionHeidi L. Hallman, Kristen Pastore-Capuana, and Donna L. PasternakSection I: Frameworks for English EducationChapter 1: Educating Teachers for Critical Pragmatism: Methods as a "Conceptual Home Base"Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-ShahA Response to Chapter 1Melissa SchiebleChapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice TeachingTerri L. RodriguezA Response to Chapter 2Allison Wynhoff OlsenChapter 3: Exploring Tensions During Critical Conversations about Race in English EducationAmy Vetter and Melissa SchiebleA Response to Chapter 3Lauren GattiSection II: Practices in English EducationChapter 4: Writing in and for the 21st Century: Crossing Digital and Multimodal Thresholds in ELA Methods CoursesAmber JensenA Response to Chapter 4Mike MetzChapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric ReadingsCrag HillA Response to Chapter 5Christopher M. ParsonsChapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. RosenblattSue Ringler PetA Response to Chapter 6Crag HillChapter 7: Teacher Candidates' Perspectives on Tensions within the Methods-Based Field ExperienceChristopher M. ParsonsA Response to Chapter 7Laura A. RenziSection III: Communities of English EducationChapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of PracticeJames Cercone and Kristen Pastore-CapuanaA Response to Chapter 8Amber JensenChapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural ContextsAllison Wynhoff OlsenA Response to Chapter 9Jamie M. CollinsChapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher DichotomyHeidi L. Hallman and Melanie N. BurdickA Response to Chapter 10Terri L. RodriguezAbout the EditorsAbout the ContributorsIndex