Articles
- Bieler, D. (2010). Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk. English Education, 42(4), 391-426.
- Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152-163.
- Colwell, J., & Hutchison, A. C. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57(1), 5-25.
- Collet, V. S. (2012). The gradual increase of responsibility model: Coaching for teacher change. Literacy research and instruction, 51(1), 27-47.
- Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal Of Teacher Education, 41(2), 159-172. http://dx.doi.org/10.1080/1359866X.2013.777025
- Dempsey, M. S., PytlikZillig, L. M., & Bruning, R. H. (2009). Helping preservice teachers to assess writing: Practice and feedback in a web-based environment. Assessing Writing, 14(1), 38–61. http://dx.doi.org/10.1016/j.asw.2008.12.003
- Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.English In Education, 48(1), 93-107. doi:10.1111/eie.12033
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Dymoke, S., & Hughes, J. (2009). Using a poetry wiki: How can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age? English Teaching: Practice & Critique (University of Waikato), 8(3), 91–106.
- Ferguson, J., & Brink, B. (2004). Caught in a bind: Student teaching in a climate of state reform. Teacher Education Quarterly, 31(4), 55-64.
- Friedman, A. A., & Wallace, E. K. (2006). Crossing borders: Developing an innovative collaboration to improve the preparation of high school English teachers. Equity & Excellence in Education, 39, 15-26. http://dx.doi.org/10.1080/10665680500478668
- Gelfuso, A., & Dennis, D. V. (2017). Reproducing figured worlds of literacy teaching and learning: Examining the “Language-In-Use” of an inservice and preservice teacher enacting the practice of literacy planning. Action in Teacher Education, 39(1), 67-84.
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Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11. http://doi.org/10.1016/j.tate.2013.10.012
- 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
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
- Hoffman, J. V., Maloch, B., Mosley Wetzel, M., Taylor, L., Pruitt, A., Greeter, E., & Khan Vlach, S. (2014). Coaching with care in a preservice literacy teacher education program: A design/development study. Exploring the world of literacy: The Association of Literacy Educators & Researchers (ALER) yearbook, 36, 119-138.
- 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
- Jay, J. K. (2002). Meta, Meta, Meta: Modeling in a Methods Course for Teaching English. Teacher Education Quarterly, 4, 83-102.
- Sydnor, J. (2017). “I didn’t realize how hard it would be!”: Tensions and transformations in becoming a teacher. Action in Teacher Education, 39(2), 218-236.
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Johnson, T. S., Thompson, L., Smagorinsky, P., & Fry, P. G. (2003). Learning to teach the five-paragraph theme. Research in the Teaching of English, 136–176.
- Kaste, J. A. (2001). Examining two preservice teachers' practices for promoting culturally responsive literacy in the middle grades. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 311-322), Chicago, Ill: 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.
- Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
- Lazar, A. M. (2018). Preservice teachers’ varied experiences in urban literacy practica: A challenge for teacher educators. Teaching and Teacher Education, 71, 262-270.
- 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.
- 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.
- McElhone, D. m., Hebard, H., Scott, R., & Juel, C. (2009). The Role of Vision in Trajectories of Literacy Practice Among New Teachers.Studying Teacher Education: Journal Of Self-Study Of Teacher Education Practices, 5(2), 147-158. doi:10.1080/17425960903306682
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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.
- 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.
- 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.
- Ro, J. M., Magiera, K., Gradel, K., & Simmons, R. (2013). Blog-Based Support for Preservice Teachers in an Afterschool Tutoring Program. Journal of Educational Technology Systems, 42(1), 69-84.
- Singer, N., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37(1), 30-49.
- Smith, M. (2009). Learning how to teach reading: A tale of two beginners and the factors that contributed to their vastly different teaching perspectives. Reading Improvement , 46 (4), 247-262.
- Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31(2), 7-24.
- Thompson, C. S. (2006). Powerful pedagogy: Learning from and about teaching in an elementary literacy course. Teaching and Teacher Education, 22(2), 194-204. http://dx.doi.org/10.1016/j.tate.2005.09.003
- Ticknor, A., & Cavendish, L. (2015). Bonded relationships: Supporting pre-service teachers to develop confidence and competency as elementary literacy educators. Teacher Development, 19(4), 520-534.
- Ticknor, A. (2015). Preserving social justice identities: Learning from one pre-service literacy teacher. Reading Horizons, 53(4), 1-23.
- Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
- Wang, J., & Odell, S. J.. (2003). Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom. The Elementary School Journal, 104(2), 147–174.
- Wold, L. S., & Reitsma, J. (2006). Preservice Literacy Teaching: An Opportunity to Develop Decision-Making Practices for Quality Instruction. Journal of Reading Education, 31(3), 11-20.
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Yayli, D. (2008). Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms. Teaching and Teacher Education, 24(4), 889–900. http://dx.doi.org/10.1016/j.tate.2007.10.004
- Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers' practical knowledge? Teachers and Teaching: Theory and Practice, 9(3), 197-211.