1TEI Category: Teacher educator identity, knowledge, beliefs, attitudes, and/or orientation (ikbao) to literacy or teacher preparation in literacy.
Articles
- 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.
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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
- 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
- Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific studies of reading, 16(6), 526-536.
- 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
- Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185-194.
- 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
- Bruce, D. L., & Chiu, M. M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287. http://dx.doi.org/10.1177/0022487115574291
- Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.
- Burnett, C., Daniels, K., Gray, L., Myers, J., & Sharpe, S. (2015). Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context. Teacher Development: An International Journal of Teachers' Professional Development. 19(3), 275-293.
- Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers and Teaching: Theory and practice, 15(5), 541-561.
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Scott-Little, C., La Paro, K. M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J. Burchinal, M., & Carollee Howes. (2011). Implementation of a course focused on language and literacy within teacher–child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32(3), 200-224.
- Conley, M., Kerner, M., Reynolds, J.M. (2005).Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools. Action in Teacher Education, 27 (2), 22-32. http://dx.doi.org/10.1080/01626620.2005.10463380
- 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.
- Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22.
- 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.
- 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.
- Duffy, A. & Atkinson, T. (2001). Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges. Reading Research and Instruction, 41(1), 83-102. http://dx.doi.org/10.1080/19388070109558359
- Escamilla, K., & Nathenson-Mejía, S. (2003). Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity. Equity & Excellence in Education, 36(3), 238-248.
- Fecho, B., Commeyras, M., Eurydice, Bauer, B., & Font, G. (2000). In rehearsal: Complicating authority in undergraduate critical-inquiry classrooms. Journal of literacy research, 32(4), 471-504.
- 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.
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Friese, E. E. G., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for English Language Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique (University of Waikato), 7(3), 74–99.
- Gallant, P., & Schwartz, R. (2009). Examining the nature of expertise in reading instruction. Literacy Research and Instruction, 49(1), 1-19.
- 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.
- 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.
- Hudson, P. & Millwater, J. (2008). Mentors' views about developing effective English teaching practices. Australian Journal of Teacher Education 33(5), 1-13. http://dx.doi.org/10.14221/ajte.2008v33n5.1
- Ihmeideh, F. & Coughlin, C. (2015). The influence of student teachers on the perspectives of early childhood cooperating teachers regarding early reading instruction. Asia-Pacific Journal of Teacher Education, 43, 243-261. http://dx.doi.org/10.1080/1359866X.2014.934198.
- Ihmeideh, F., Akram, A., & Ibrahim, A. (2008). Jordanian student teachers' perceptions of teaching writing in kindergartens during their field training experience. European Journal of Teacher Education, 31 (4), 403–417. http://dx.doi.org/10.1080/02619760802420800
- 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.
- Katić, E.K. (2008). Preservice teachers’ conceptions about computers: An ongoing search for transformative appropriations of modern technologies. Teachers and Teaching: Theory and Practice, 14(2), 157-179.
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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. Cleovolou, Y., & Beck, C. (2015). Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 41(1), 52-77.
- 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.
- Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., ... & Young, J. (2013). Literacy course priorities and signature aspects of nine elementary initial licensure programs. Literacy Research and Instruction, 52, 1-27. doi: 10.1080/19388071.2012.738778
- Lysaker, J., McCormick, K., & Brunette, C. (2004). Hope, happiness, and reciprocity: A thematic analysis of preservice teachers' relationships with their reading buddies. Reading Research and Instruction, 44(2), 21-45. http://dx.doi.org/10.1080/19388070409558425
- Magee, P. A., & Leeth, J. H. (2014). Using transmediation in elementary preservice teacher education. Journal of Adolescent & Adult Literacy, 58(4), 327–336.
- 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.
- Marri, A. R., Perin, D., Crocco, M. S., Riccio, J. F., Rivet, A., & Chase, B. J. (2011). Content-driven literacy: One approach to urban secondary teacher education. The New Educator, 7(4), 325-351.
- 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.
- Merino, B. J., & Holmes. (2006). Student teacher inquiry as an "entry point" for advocacy. Teacher Education Quarterly, 33(3), 79-96.
- Meyer, T., & Sawyer, M. (2006). Cultivating an inquiry stance in English education: Rethinking the student teaching seminar. English education, 39(1), 46-71.
- Modla, V., McGeehan, C., & Lewinski, K. (2014). Swimming in Shallow Waters Promoting Deep Comprehension through Strategy Instruction. Journal Of Reading Education, 39(3), 22-28.
- Mohr, K.A., Lane, F., & Sarker, A. (2010). Paths to culturally responsive instruction: Preservice teachers’ readiness beliefs. In R.T. Jiménez, V.J. Risko, M.K. Hundley, & D.W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 304-314). Oak Creek, WI: National Reading Conference.
- Morawski, C. M., Rottmann, J., Afrakomah, E., Balatti, E., Christens, M., & Kellar, L. (2016). Journaling the art of teaching: Multimodal responding for narrative inquiry. Australian Journal of Teacher Education, 41(1), 9.
- 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.
- Pappamihiel, N. E., Ousley-Exum, D., & Ritzhaupt, A. (2017). The impact of digital stories on preservice teacher beliefs about English language learners. Teaching and Teacher Education, 67, 171-178.
- 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.
- Rogers, T., Marshall, E., & Tyson, C. A. (2006). Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly, 41(2), 202–224.
- 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.
- Ruiz, A. M., & Many, J. E. (2009). Are they ready to teach students how to do research? An examination of secondary teacher education programs. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (p. 144). Oak Creek, WI: National Reading Conference.
- 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.
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Shanahan E. M. & Dallacqua A. K. (2018) Moving beyond “Agreeable” Texts and “Boring” Tasks: Pairing Young Adult Literature and Critical Literacy in Teacher Education, Action in Teacher Education, (40)1, 38-57, DOI: 10.1080/01626620.2018.1424659
- Singer, N., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37(1), 30-49.
- Smith, E. R., Bowen, B. A., & Dohm, F. A. (2014). Contradictory and Missing Voices in English Education: An Invitation to English Faculty. English Education, 46(2), 117.
- Spalding, Elizabeth, and Angene H. Wilson. Bowling together: Spalding, E., & Wilson, A. H. (2006). Bowling together: Cultivating communities of practice in English and social studies teacher education. English Education, 38(2), 102-122.
- Stolle, E. P. & Frambaugh-Kritzer, C. (2014). Putting professionalism back into teaching: Secondary preservice and in-service teachers engaging in interdisciplinary unit planning. Action in Teacher Education, 36(1), 61-75. http://dx.doi.org/10.1080/01626620.2013.850123
- Suh, Y., Hinton, K., Marken, J., & Lee, G. L. (2011). Are we comfortable teaching this? Using banned books as a vehicle for teaching about World War II-Era Japan & Korea. Multicultural Education, 19(1), 24-30.
- Traynelis-Yurek, E., & Strong, M. W. (2000). Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students. Journal of Reading Education, 26(1), 15-22.
- Villaume, S. K. (2000). The necessity of uncertainty: A case study of language arts reform. Journal of Teacher Education, 51(1), 18-25.
- Warner, C.K. (2016). Constructions of excellent teaching: Identity tensions in preservice English teachers. National Teacher Education Journal, 9(1). 5-15.
- Wepner, S., Tao, L., & Ziomek, N. (2006). Broadening our view about technology integration: Three literacy educators' perspectives. Reading Horizons, 46(3), 215-237.
- Whitin, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education, 38(2), 123-145.
- Wolfe, P. (2010). Preservice teachers planning for critical literacy teaching. English Education, 42(4), 368-390.
- Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38-49. https://doi.org/10.1016/j.linged.2017.06.002