1TEP Category: Teacher educator practices.
Articles
- Ajayi, L. (2011). Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model. Teacher Education Quarterly, 38(3), 169-189.
- Al-Hazza, T. C. (2017). The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings. Teacher Development, 21(5), 704-721.
- Allen, D. D., & Flippo, R. F. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
- Allison-Roan, V. a., & Hayes, M. P. (2012). To be Heard, to be Seen, to Matter: Consequences of/for self in utilizing one's narrative. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 8(2), 127-141. doi:10.1080/17425964.2012.692981
- Alston, C. L., Danielson, K. A., Dutro, E., & Cartun, A. (2018). Does a discussion by any other name sound the same? Teaching discussion in three ELA methods courses. Journal of Teacher Education, 69(3), 225-238. DOI: 10.1177/0022487117715227.
- Alvermann, D. E., Rezak, A. T., Mallozzi, C. A., Boatright, M. D., & Jackson, D. F. (2011). Reflective practice in an online literacy course: Lessons learned from attempts to fuse reading and science instruction. Teachers College Record, 113(1), 27-56.
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Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research, 34(4), 429–464. https://doi.org/10.1207/s15548430jlr3404_3
- Arias, M. B., & Poynor, L. (2001). A good start: A progressive, transactional approach to diversity in pre-service teacher education. Bilingual Research Journal, 25(4), 417-434.
- Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-55.
- Auld, G. g., Ridgway, A., & Williams, J. (2013). Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A collaborative self-study. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 9(1), 31-44. doi:10.1080/17425964.2013.771575
- Bach, J., & Weinstein, S. (2014). Who's the teacher? What Tony Danza taught us about English education. English Education, 46(4), 300.
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Badger, J. (2010). Assessing reflective thinking: Pre‐service teachers’ and professors’ perceptions of an oral examination. Assessment in Education: Principles, Policy & Practice, 17(1), 77-89. http://dx.doi.org/10.1080/09695940903076022
- Baker, E. A. & Wedman, J. M. (2000). Lessons learned while using case-based instruction with preservice literacy teachers. In T. Shannahan & F. V. Rodriguez-Brown (Eds). 49th Yearbook of the National Reading Conference, (pp 122-136). Chicago, Ill: National Reading Conference.
- Barnes, M. E. & Smagorinsky, P, (2016). What English/Language Arts Teacher Candidates Learn During Coursework and Practica: A Study of Three Teacher Education Programs, Journal of Teacher Education, 67(4), 338-355.
- Basal, A. (2015). Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education. Journal of Technology and Teaching, 23(4), 485-507.
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- Bell, N. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18, 24-40. http://dx.doi.org/10.1016/j.linged.2007.04.002
- Bender-Slack, D., & Young, T. (2016). Preservice teachers’ understanding of the language arts: Using a lens of critical literacy. Mid-Western Educational Researcher, 28(2), 105-127.
- Bennett, L. H., Athanases, S. Z., & Wahleithner, J. M. (2016). “Like a ball and glove”: Teachers’ conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education, 38(1), 49-69.
- Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
- Bieler, D. (2010). Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk. English Education, 42(4), 391-426.
- Blake, J., & Shortis, T. (2010). The readiness is all The degree level qualifications and preparedness of initial teacher trainees in English. English In Education, 44(2), 89-109. doi:10.1111/j.1754-8845.2010.01068.x
- Bokhorst-Heng, W. D., Flagg-Williams, J. B., & West, S. (2014). The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies, 9(4), 343-364. doi:10.1080/1554480X.2014.951652
- Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185-194.
- Brindley, R., & Laframboise, K. L. (2002). The need to do more: Promoting multiple perspectives in preservice teacher education through children's literature. Teaching and Teacher Education, 18(4), 405-420.
- Broaddus, K. (2000). From peacemaker to advocate: A preservice teacher's case study of an emergent reader. Journal of Literacy Research, 32(4), 571-597.
- Brock, C. H., Moore, D. K., & Parks, L. (2007). Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators. Teaching and Teacher Education, 23(6), 898-915. http://dx.doi.org/10.1016/j.tate.2006.02.002
- Certo, J., Apol, L., Wibbens, E., & Hawkins, L. (2012). Living the poet's life: Using an aesthetic approach to poetry to enhance preservice teachers' poetry experiences and dispositions. English Education, 44(2), 102-146.
- Chung, H. Q., & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice, 20(2), 113-135.
- Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31(2), 457-481.
- Clift, R. T. (2009). Repurposing My Professional Practice: Learning from my Students Over Time and Place. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 129-141. doi:10.1080/17425960903306567
- Cobb, J. (2005). Planting the seeds . . . tending the garden . . . cultivating the student: Early childhood preservice teachers as literacy researchers exploring beliefs about struggling readers and diversity. Journal of Early Childhood Teacher Education, 26, 377-393.
- Colwell, J., Hutchinson. A., & Reinking, D. (2012). Using blogs to promote literary response during professional development. Language Arts, 89(4), 232-243.
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Coombs, D., & Ostenson, J. (2014). Pulling back the curtain: Engaging preservice teachers in expert practices of evaluation and reflection. English Journal, 103(6), 45.
- Copeland, S. R., Keefe, E. B., Calhoo, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: faculty experiences and perceptions. Research & Practice for Persons with Severe Disabilities, 36(3/4), 126-141.
- Crawford-Garrett, K. (2016). Negotiating scripts, humanizing practice: Remaking methods instruction in an era of standardization. Action in Teacher Education, 38(3), 240-258.
- Grace, D. J., & Picard, A. (2001). An experimental approach to integrating mathematics and literacy methods courses in teacher education. Action in Teacher Education, 23(1), 27-36.
- Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22.
- DeGraff, T. L., Schmidt, C. M., & Waddell, J. H. (2015). Field-based teacher education in literacy: preparing teachers in real classroom contexts. Teaching Education, 26(4), 366-382.
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DelleBovi, B. M. (2012). Literacy instruction: From assignment to assessment. Assessing Writing, 17(4), 271–292. http://doi.org/10.1016/j.asw.2012.07.001
- Dharamishi, P. (2018). Seeing the everyday through new lenses: Pedagogies and practices of literacy educators with a critical stance. Teacher Education Quarterly,Winter, 7-29.
- Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
- Dozier, C. L. & Rutten, I. (2005). Responsive teaching toward responsive teachers: Mediating transfer through intentionality, enactment, and articulation. Journal of Literacy Research, 37(4), 459-492. http://dx.doi.org/10.1207/s15548430jlr3704_3
- Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012). (Re)imagining literacy and teacher preparation through collaboration. Reading Psychology, 33(4), 367-398.
- Dugan, J. A. R. (1999). Learning from experience: Preservice teachers' perceptions of literature discussions. Yearbook of the College Reading Association, 21, 183-200.
- Estrada, K., & Grady, K. (2011). Reflective inquiry and pre-service teachers’ conceptions of content area literacies. Reflective Practice, 12(6), 749-762.
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Fayne, H. R. (2014). Preparing Preservice Teachers in a Virtual Space: A Case Study of a Literacy Methods Course. The Teacher Educator, 49(4), 305–316. http://doi.org/10.1080/08878730.2014.934081
- Feez, S., & Quinn, F. (2017). Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers. Teaching and Teacher Education, 65, 192-204.
- Ferguson, K. (2017). Using a Simulation to Teach Reading Assessment to Preservice Teachers. The Reading Teacher, 70(5), 561-569.
- Frambaugh-Kritzer, C., Stolle, E.P. (2011). (Re)conceptualizing Content Area Literacy: Encouraging pre-service and in-service teachers to Explore Interdisciplinary Instruction. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 144-155). Oak Creek, WI: Literacy Research Association Conference.
- Freking, F., Park, J., & Francois, A. (2015). Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students’ Language Needs. The New Educator, 11(1), 60-78.
- Gelfuso, A. (2018). “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction. Teaching and Teacher Education, 74, 10-20.
- Gibson, K. M. (2010). Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning. Issues in Teacher Education, 19(1), 109-120.
- Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
- Glenn, W. J. (2012). Developing understandings of race: Preservice teachers' counter-narrative (re) constructions of people of color in young adult literature. English Education, 44(4), 326-353.
- Gort, M., & Glenn, W. J. (2010). Navigating Tensions in the Process of Change: An English Educator’s Dilemma Management in the Revision and Implementation of a Diversity-Infused Methods Course. Research in the Teaching of English, 45(1), 59–86.
- Grisham, D. L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
- Groth, L., Dunlap, K., & Kidd, J. (2007). Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386. http://dx.doi.org/10.1080/19388070709558476
- Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247.
- Hallman, H. L. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice english Teachers. Journal of Adolescent and Adult Literacy, 50(6), 474-485.
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
- Hansen, C. C. (2006). Technology as an electronic mentor: scaffolding preservice teachers in writing effective literacy lesson plans. Journal of Early Childhood Teacher Education. 27(2), 129-148.
- Harmon, J., Hedrick, W., Martinez, M., Perez, B., Keehn, S., Fine, J. C., Eldridge, D., Flint, A. S., Littleton, D. M., Bryant-Shanklin, M., Loven, R., Assaf, L., & Sailors, M. (2001). Features of excellence of reading teacher preparation programs. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 262-274), Chicago, Ill: National Reading Conference.
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Hedrick, W. B., McGee, P., & 7 Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching and Teacher Education, 16, 47–63. doi:10.1016/S0742-051X(99)00033-5.
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Hinchion, C. (2017). Student English teachers: Participatory learning and developing identities-in-practice. English Teaching: Practice & Critique, 16(2), 238–251. https://doi.org/10.1108/ETPC-10-2016-0123
- Hochstetler, S. (2007). The preparation of preservice secondary English teachers in writing instruction: A case study of three California colleges' education programs. Action in Teacher Research, 29 (2), 70-79. http://dx.doi.org/10.1080/01626620.2007.10463450
- Hoffman, J. V. Wetzel, M. M. & DeJulio, S. (2018) Multiple literacy tutoring experiences across a teacher preparation program: How can practice in hybrid spaces challenge the “practice makes practice” dilemma?, Action in Teacher Education, 40(1), 58-76, DOI: 10.1080/01626620.2018.1424660.
- Howrey, S. (2016). Preparing Pre-service Teachers for TPCK in the Reading Content Area: Insights from an Action Research Study. Literacy Practice & Research, 41(2), 13-21.
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Hsieh, B. (2017). Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice & Critique, 16(3), 290–302. https://doi.org/10.1108/ETPC-05-2017-0086
- Huang, S. (2017). Reading practices of pre-service teachers in the United States. Reading Psychology, 38(6), 580-603.
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Hughes, J. E., Packard, B. W.-L., & Pearson, P. D. (2000). Preservice teachers’ perceptions of using hypermedia and video to examine the nature of literacy instruction. Journal of Literacy Research, 32(4), 599–629. https://doi.org/10.1080/10862960009548097
- Hughes, M. T., Parker-Katz, M., & Balasubramanian, A. (2013). Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching: Theory and Practice, 19(5), 543-558.
- Jay, J. K. (2002). Meta, Meta, Meta: Modeling in a Methods Course for Teaching English. Teacher Education Quarterly, 4, 83-102.
- Jobe, L. G., & Pope, C. A. (2002). The English methods class matters: Professor D and the student teachers. Literacy Research and Instruction, 42(1), 1-29.
- Johnson, A. (2010). Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching. Teachers and Teaching: Theory and Practice, 16(1), 97-109.
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Johnson, D. (2010). “Learning to teach: The influence of a university-school partnership project on pre-service elementary teachers’ efficacy for literacy instruction.” Reading Horizons 50 (1), 23–48.
- Juzwik, M., Sherry, M., Caughlan, S., Heintz, A., Borsheim-Black. (2012). Supporting dialogically organized instruction in an English teacher preparation program: A video-based, Web 2.0-mediated response and revision pedagogy. Teachers College Record, 114(3), 1-42.
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Kaufman, D. K. (2009). A teacher educator writes and shares: Student perceptions of a publicly literate life. Journal of Teacher Education, 60(3), 338–350. https://doi.org/10.1177/0022487109336544
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Kennedy, M. J., Driver, M. K., Pullen, P. C., Ely, E., & Cole, M. T. (2013). Improving teacher candidates’ knowledge of phonological awareness: A multimedia approach. Computers & Education, 64, 42-51.
- Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2002). A focus on family stories: Enhancing preservice teachers' cultural awareness. In D. L. Schallert, C. F. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.) 51st Yearbook of National Reading Conference (pp. 242-252), San Antonio, TX: National Reading Conference.
- Kim, M. (2005). Dialogical caring encounters between teacher and students: The role of computer-mediated communication in preparing preservice reading teachers. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 54th yearbook of the National Reading Conference (pp. 227-239). Oak Creek, WI: National Reading Conference.
- Kim, Y., Turner, J.D. & Mason, P.A. (2015). Getting into the zone: Cases of student-centered multicultural literacy teacher education. Action in Teacher Education, 37:2, 102-119, DOI: 10.1080/01626620.2015.1013162
- Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
- Kindle, K. J., & Schmidt, C. M. (2011). Outside In and Inside Out: Using a Case Study Assignment in a Reading Methods Course.Teacher Education Quarterly, 38(3), 133-149.
- King, J., Scheider, J.J., Kozdras, D., Minick, V., Welsh, J. Brindley, R., Feger, M.V., & Kirby, A. (2013). The Multiple Ways Technology Supports Pre-service Teacher Education: A Foray into Multimedia Literacies. Journal of Reading Education, 38 (3), 14-20.
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Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2018). Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators. European Journal of Teacher Education, 41(1), 105–119. https://doi.org/10.1080/02619768.2017.1372742
- Kosnik, C., Menna, L., Dharamshi, P., & Miyata, C. (2017). So how do you teach literacy in teacher education?: Literacy/English teacher educators' goals and pedagogies. The Australian Journal of Language and Literacy, 40(1), 59.
- Kucan, L. (2001). Transcript analysis project (TAP): An opportunity for student teachers to engage in practical inquiry into classroom discussion. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 346-355), Chicago, Ill: National Reading Conference.
- L'Allier, S. K., & Elish-Piper, L. (2007). “Walking the walk” with teacher education candidates: Strategies for promoting active engagement with assigned readings. Journal of Adolescent and Adult Literacy, 50(5), 338-353.
- Labbo, L. D., & Ryan, T. (2006). The social semiotics of multimedia, case-based instruction in preservice teacher literacy methods courses. Journal of Reading Education, 32(1), 38-41
- Lazar, A. (2001). Preparing white preservice teachers for urban classrooms: Growth in a Philadelphia-based literacy practicum. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 367-381), Chicago, Ill: National Reading Conference.
- Leko, M. M., & Brownell, M. T. (2011). Special education teachers' appropriation of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
- Leland, C., Harste, J. C., Jackson, C. A., & Youssef, O. (2001). Making teacher education critical. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 382-393), Chicago, Ill: National Reading Conference.
- Lenski, S. D., & Pardieck, S. (1999). Improving preservice teachers’ attitudes toward writing. Yearbook of the College Reading Association, 21, 269-281.
- Lipsky, M., Schumm, J. S., Doorn, K., & Adelman, A. (2014). Preparing Preservice Teachers for Data-based Decision Making in Working with Struggling Readers: A Collaborative Effort. Journal Of Reading Education, 40(1), 36-42.
- Magee, P. A., & Leeth, J. H. (2014). Using transmediation in elementary preservice teacher education. Journal of Adolescent & Adult Literacy, 58(4), 327–336.
- Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418. doi:10.1177/088840640402700408
- Mallette, M. H., & Karchmer, R. A. (2002). Lessons learned from preparing preservice teachers to integrate technology in their literacy teaching. In YEARBOOK-NATIONAL READING CONFERENCE (Vol. 51, pp. 298-309).
- Maloch, B., Mosley Wetzel, M., Hoffman, J., Taylor, L., Pruitt, A., Khan Vlach, S., & Greeter, E. (2015). The appropriation of the coaching with CARE model with preservice teachers: The role of community. Literacy Research: Theory, Method, and Practice, 64(, 339-358.
- Marsh, J. P., Lammers, J. C., & Alvermann, D. E. (2012). Quality assurance in online content literacy methods courses. Literacy Research and Instruction,51(3), 233-253.
- Massey, D. (2004). “You teach!” beginning teachers’ challenges to teacher educators. Reading Research and Instruction, 43(4), 75-94. http://dx.doi.org/10.1080/19388070409558417
- Massey, D. (2002). Personal journeys: Teaching teachers to teach literacy. Reading Research and Instruction, 41(2), 103-125. http://dx.doi.org/10.1080/19388070209558361
- McCarthy, M. D., (2018). Critically teaching criticality?: Modeling social and pedagogical inquiry with literary texts. Studying Teacher Education.
- McLaren, M., & Arnold, J. (2016). Transforming pedagogies: encouraging pre-service teachers to engage the power of the arts in their approach to teaching and learning. Australian Journal of Teacher Education, 41(5).
- McNair, J. C. (2003). But The Five Chinese Brothers is one of my favorite books!": Conducting sociopolitical critiques of children's literature with preservice teachers. Journal of Children’s Literature, 29(1), 46-54.
- Medina, C. L., & del Rocío Costa, M. (2010). Collaborative voices exploring culturally and socially responsive literacies. Language Arts, 87(4), 263-276.
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- Merkley, D., Dufflemeyer, F., Beed, P., Jensen, S., & Bobys, A. (2007). Using the R2D2 model for creating collaboration among practicing teachers and preservice teachers during reading assessment preparation at four universities. Journal of Technology and Teacher Education, 15(4), 463-482.
- Meyer, T., & Sawyer, M. (2006). Cultivating an inquiry stance in English education: Rethinking the student teaching seminar. English education, 39(1), 46-71.
- Mitchell, K., Homza, A., & Ngo, S. (2012). Reading aloud with bilingual learners: A fieldwork project and its impact on mainstream teacher candidates. Action in Teacher Education, 34(3), 276-294. http://dx.doi.org/10.1080/016266202012.694020
- Mosley, M. (2010). 'That really hit me hard': Moving beyond passive anti-racism to engage with critical race literacy pedagogy. Race Ethnicity and Education, 13(4), 449-471.
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Mosley, M. (2010). Becoming a literacy teacher: Approximations in critical literacy teaching. Teaching Education, 21(4), 403–426. http://doi.org/10.1080/10476210.2010.514900
- Mosley Wetzel, M., Maloch, B., Hoffman, J., Taylor, L., Khan Vlach, S., & Greeter, E. (2015). Developing mentoring practices through video-focused responsive discourse analysis. Literacy Research: Theory, Method, and Practice, 64, 359-379.
- Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D., Dismuke, S., Smetana, L., Yoder, K., Ikpeze, C., Ganske, K. & Martin, S. (2016). What about writing? A National exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309-330.
- Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English education, 42(2), 148-170.
- Nathenson-Mejía, S., & Escamilla, K. (2003). Connecting with Latino children: Bridging cultural gaps with children's literature. Bilingual Research Journal, 27(1), 101-116.
- Nelson, P. S. (2012). Activating the need to know in reading instruction: One teacher educator's practice. Action in Teacher Education, 34(2), 133-145. http://dx.doi.org/10.1080/01626620.2012.677737
- Ness, M. K. (2015) Building Preservice Teachers' Ability toThink Aloud in Literacy Methods Courses, The Teacher Educator, 50:4, 257-271, DOI:10.1080/08878730.2015.1072260.
- Nicholson, S. A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers' use of an electronic discussion board. Journal of Technology and Teacher Education, 11(2), 259-279.
- Norton-Meier, L., Drake, C., & Tidwell, M. (2009). Writing a mathematics community: A pen pal inquiry project. Language Arts, 86(4), 245–256.
- Pak, M., Knotts, G., & Gudoski, P. (2016). Cross-age, cross-content modeling: Improving teacher credential candidate skill at adapting and modifying. National Teacher Education Journal, 9(1). 17-24.
- Park, J. Y. (2013). All the ways of reading literature: Preservice English Teachers' perspectives on disciplinary literacy. English Education, 45(4), 361.
- Patrick, K. F., Macqueen, S., & Reynolds, R. (2014). Pre-service teacher perspectives on the importance of global education: World and classroom views. Teachers and Teaching: Theory and Practice, 20(4), 470-482.
- Perry, N. E., Hutchinson, L., & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23(1), 27–50.
- Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week co-taught literacy unit on preservice special educators' literacy-education knowledge. Psychology in the Schools, 47(5), p.493-500. http://dx.doi.org/10.1002/pits.20485.
- Quiocho, A.M.L. & Ulanoff, S.H. (2004). Developing inquiry questions: encouraging reflective practice in a language and literacy methods Course. Action in Teacher Education, 25 (4), 1-8. http://dx.doi.org/10.1080/01626620.2004.10648290
- Rosaen, C. (2003). Preparing teachers for diverse classrooms: Creating public and private spaces to explore culture through poetry writing. The Teachers College Record, 105(8), 1437-1485.
- Rosaen, C. & Terpstra, M. (2012). Widening Worlds: Understanding and teaching new literacies. Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 8(1), 35-49.
- Scales, R. Q., Ganske, K., Grisham, D. L., Yoder, K. K., Lenski, S., Wolsey, T. D., ... & Smetana, L. (2014). Exploring the Impact of Literacy Teacher Education Programs on Student Teachers' Instructional Practices. Journal of Reading Education, 39(3), 3-13.
- Sharp, L. A., Piper, R., & Raymond, R. D. (2018). Are We Preparing Teachers for Literacy Leadership?. The Reading Teacher, 72(2), 223-232.
- Simon, R. (2013). " Starting with What Is": Exploring Response and Responsibility to Student Writing through Collaborative Inquiry. English Education, 45(2), 115.
- Singer, N., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37(1), 30-49.
- Skerrett, A. (2010). Lolita, Facebook, and the third space of literacy teacher education. Educational Studies, 46(1), 67-84.
- Skerrett, A. (2011). “Wide open to rap, tagging, and real life”: preparing teachers for multiliteracies pedagogy. Pedagogies: An International Journal 6(3), 185-199.
- Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education, 31(4), 54-65. http://dx.doi.org/10.1080/01626620.2010.10463535
- Smagorinsky, P., Rhym, D., & Moore, C. P. (2013). Competing centers of gravity: A beginning English teacher's socialization process within conflictual settings. English Education, 45(2), 147.
- Smagorinsky, P., Sanford, A. D., & Konopak, B. (2006). Functional literacy in a constructivist key: A nontraditional student teacher's apprenticeship in a rural elementary school. Teacher Education Quarterly, 33(4), 93-109
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