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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.
List of contents
Acknowledgments
Editors' Introduction
Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak
Section I: Frameworks for English Education
Chapter 1: Educating Teachers for Critical Pragmatism: Methods as a "Conceptual Home Base"
Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-Shah
A Response to Chapter 1
Melissa Schieble
Chapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching
Terri L. Rodriguez
A Response to Chapter 2
Allison Wynhoff Olsen
Chapter 3: Exploring Tensions During Critical Conversations about Race in English Education
Amy Vetter and Melissa Schieble
A Response to Chapter 3
Lauren Gatti
Section II: Practices in English Education
Chapter 4: Writing in and for the 21st Century: Crossing Digital and Multimodal Thresholds in ELA Methods Courses
Amber Jensen
A Response to Chapter 4
Mike Metz
Chapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric Readings
Crag Hill
A Response to Chapter 5
Christopher M. Parsons
Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. Rosenblatt
Sue Ringler Pet
A Response to Chapter 6
Crag Hill
Chapter 7: Teacher Candidates' Perspectives on Tensions within the Methods-Based Field Experience
Christopher M. Parsons
A Response to Chapter 7
Laura A. Renzi
Section III: Communities of English Education
Chapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of Practice
James Cercone and Kristen Pastore-Capuana
A Response to Chapter 8
Amber Jensen
Chapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural Contexts
Allison Wynhoff Olsen
A Response to Chapter 9
Jamie M. Collins
Chapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy
Heidi L. Hallman and Melanie N. Burdick
A Response to Chapter 10
Terri L. Rodriguez
About the Editors
About the Contributors
Index
About the author
Edited by Heidi L. Hallman; Kristen Pastore-Capuana and Donna L. Pasternak
Summary
This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. It 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.
Additional text
Amidst the changing field of English education, Using Tension as a Resource offers a variety of enlightening and informative perspectives that recognize the complexity of our work in the field. The chapters provide invaluable ideas for extending the learning of our pre-service teachers beyond the university and into the communities of the students with whom they will work.
