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This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
List of contents
Preface
Acknowledgements
Chapter One: The First First Day, The Excitement and Tension of Moving into the Role of Teacher
Chapter Two: Emelio, Autumn of the First Year, The Necessity of Trial and Error
Chapter Three: Rachel, Autumn of the First Year, Traversing Collegiality, Classroom Management, and Planning Changes
Chapter Four: Emelio, Spring of the First Year, Negotiating Classroom Order, Teacher Needs, and Student Expectations
Chapter Five: Rachel, Spring of the First Year, The Importance of Collaboration and a Search for Balance
Chapter Six: Emelio, Autumn of the Second Year, Authentic Assessment, Power, Positioning, and Peer Influence
Chapter Seven: Rachel, Autumn of the Second Year, Change is Good! Change is Good?
Chapter Eight: Emelio, Spring of the Second Year, Learning to Nurture Literacy Development through Connection
Chapter Nine: Rachel, Spring of the Second Year, Teaching Dialogically, School Safety, and Uncertain Futures
Chapter Ten: A Place We Want to Be
Appendix A
Index
About the author
Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.
Dawan Coombs is Associate Professor of English, Brigham Young University, USA.
Trevor Thomas Stewart is Associate Professor of English/Literacy Education, Virginia Tech School of Education, USA.
Rachel Knecht is a graduate of Brigham Young University. After four years teaching secondary English, she is a doctoral candidate at the University of Nevada, Reno.
Emelio DiSabato is a graduate of Teachers College, Columbia University and teaches middle schoolers at Seattle Girls' School.
Summary
This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
