“All of a sudden I have these real students”: Preservice teachers learning to teach English
Abstract
This article investigates how future secondary English teachers construct and understanding of teaching literacy and how teacher educators can help prepare secondary English teachers to teach literacy. In addition to the typical practicum experiences, teacher education programs should afford preservice teachers opportunities that allow them to apply the theories they are learning in courses to practice. This research suggests that teacher education programs should include authentic projects -- and the uncomfortable moments that come with them -- in methods courses to allow preservice teachers to practice teaching for social justice.
Reference
Herrman, B. (2015). "All of a sudden I have these real students": Preservice teachers learning to teach English. Teacher Education and Practice, 28(1), 90-109.
Journal
Teacher Education and Practice
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Case study
- Collective case study
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Children's Literature Course
- Practicum experience
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
29
Duration of Data Collection
Data Sources
- artifacts
- Interviews
- projects with final reflections
- reflective essay
- Reflective journals
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
I-low do preservice secondary English teachers construct a11 understanding of teaching literacy?
Is this research question explicit from the manuscript? Yes
I-low can t eacher educators help prepare secondary English teachers co teach literacy?
Is this research question explicit from the manuscript? Yes