Secondary English Teacher Education in the United States - (Reinventing Teacher Education) (Hardcover)
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<p/><br></br><p><b> About the Book </b></p></br></br>"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" --<p/><br></br><p><b> Book Synopsis </b></p></br></br>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.<br/><br/>The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings. <br/><b> </b><br/>The authors also offer a comprehensive evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: <br/>- field experiences<br/>- standards and assessment<br/>- teaching literacy to integrate reading and writing<br/>- working with English language learners to address cultural and linguistic diversity<br/>- new technologies in English education<p/><br></br><p><b> Review Quotes </b></p></br></br><br>I cannot imagine a more well-timed contribution in the field of English Education. This well-researched and clearly-written study gives us a vital overview of where we have been and where we are and, as a result, helps clarify some of the future directions for teaching and research in English education.<br/>Lauren Gatti, Assistant Professor, University of Nebraska-Lincoln, USA<br><br>This book is an impressive achievement which captures the state of English teacher education. It raises questions for any English teacher educator to ask of their own practice and of the students whom they teach.<br/>Victoria Elliott, Associate Professor of English and Literacy Education, University of Oxford, UK<br><p/><br></br><p><b> About the Author </b></p></br></br><p><b>Donna L. Pasternak</b> is Professor of English Education, Department of Curriculum and Instruction, University of Wisconsin-Milwaukee, USA. <br><b>Samantha Caughlan</b> is an independent scholar in teacher education. <br><b>Heidi L. Hallman</b> is Associate Professor, Department of Curriculum and Teaching, University of Kansas, USA. <br><b>Laura Renzi</b> is Associate Professor of English and coordinator of the English BSED program at West Chester University of Pennsylvania, USA. <br><b>Leslie S. Rush</b> is Professor and Associate Dean in the College of Education, University of Wyoming, USA.</p>
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