Principles that Shape English Teacher Education

Jessica R. Gallo is associate professor of English Education at the University of Nevada, Reno. Her research focuses on English teacher preparation, middle and secondary writing pedagogy, and rural education. Her recent work has been published in the journals Voices from the Middle (2021), The Rural Educator (2020), and Teaching/Writing: The Journal of Writing Teacher Education (2020). Christopher M. Parsons is associate professor of English Education and the coordinator of Secondary English Education at Keene State College (NH). Parsons’s recent work, which has been published in the journals English Education (2021) and in the edited collection, Methods into Practice: New Visions in Teaching the English Language Arts Methods Course (2019), has focused on clinical field experiences for English teacher candidates. Heidi L. Hallman is professor and Chair in the Department of Curriculum and Teaching at the University of Kansas. Her research interests include studying how prospective teachers are prepared to teach in diverse school contexts. Hallman’s published work includes (Bloomsbury, 2017), Secondary English teacher education in the United States: Responding to a changing context (Bloomsbury, 2017), a national study of how English teachers are prepared and winner of the Richard Meade award for research in English education. Hallman’s work has been published in English Education, Teaching Education,Teacher Education Quarterly, Equity & Excellence in Education, among others.

Introduction: Theorizing the Genre of the Beliefs Statement: Within and Beyond Belief

Christopher Parsons and Jessica Gallo

Chapter 1: Revisiting Reflection with Dialogic Partners in Methods Courses

Amber Jensen

Chapter 2: Designed for Dissonance: Embracing Teacher Candidate Field Experiences as Dissonant Spaces

Christopher Parsons

Chapter 3: Uniting Preservice Teachers and Pedagogical Thinking

Melanie Shoffner

Chapter 4: An Argument about Argument Writing: Taking a Stance on the Five-Paragraph Essay

Mike Metz

Chapter 5: The English Classroom as a Contested Space: Fostering Critical Dialogue and Anti-Racist English Language Arts Practices

Hilary Lochte and Kristen Pastore-Capuana

Chapter 6: Planning Units to Work Within and Subvert the System by Critically Viewing Canonical Texts Through Literature Circles

Julie Bell

Chapter 7: Using Text Sets and Mini Lessons to Develop Sense of Authority as Teachers of Reading

Allison Wynhoff Olsen and William Fassbender

Chapter 8: English Pedagogy Through Critical Lenses: Empowering English Teachers as Agents of Change

Katharine Covino

Chapter 9: Figuring Out the Path Forward Together: The Power of Collaborative Reflection and Problem-Posing in Field-Based English Language Arts Teacher Education

Michelle Fowler-Amato

Chapter 10: Using the NCTE SPA Program Review as a Catalyst for Change: Moving Beyond the Methods Course

Lara Searcy

Chapter 11: The Impact of Policies That Promote the Science of Reading on English Teacher Preparation

William Kerns

Chapter 12: NCTE/ELATE Beliefs Meet Economic Realities: The Struggle to Prepare Students Facing Financial Challenges

Jeremy Glazer and Emily Wender

Chapter 13: Pre- and Co-requisite Content Knowledge and Pedagogy Development: Preparing Antiracist Future English Teachers

Christian Z. Goering and Holly Sheppard Riesco

Chapter 14: Beyond the Book: Critical Connective Literacies between Students and Authors on Social Media

Nora Peterman and Connor Warner

Chapter 15: Debating the Discourse of Professionalism with Pre-service English teachers

Heidi L. Hallman

About the Authors