7IAB Topic: Identity and Beliefs
Articles
- 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.
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Austin, P. (2000). Literary pen pals: correspondence about books between university students and elementary students. Reading Horizons, 40(4), 273–294.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
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Barnes, M. E. (2018). Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers. Journal of Adolescent & Adult Literacy, 62(1), 35-43
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Barnes, M. E. (2016). Recognizing spaces of dissensus in English teacher education. English Teaching: Practice & Critique, 15(2), 190–207. https://doi.org/10.1108/ETPC-01-2016-0003
- Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3(2), 205-218.
- 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
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Burley, S. (2003). Preparing future English teachers: The use of personal voice in developing English student teachers’ identities as language teachers. English Teaching: Practice & Critique (University of Waikato), 2(1), 54–135.
- Clark, S. (2016). An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education, 44(2), 125-141.
- Ellis, S., & Smith, V. (2017). Assessment, teacher education and the emergence of professional expertise. Literacy, 51(2), 84-93. https://doi-org.ezproxy.lib.utexas.edu/10.1111/lit.12115
- Fazio, M. (2000). Constructive comprehension and metacognitive strategy instruction in a field-based teacher education program. Yearbook of the College Reading Association, 22, 177-190.
- Foote, M. M., & Linder, P. E. (2000). What they know and believe about family literacy: Preservice and mentor teachers respond and reflect. Yearbook of the College Reading Association, 22, 159-176.
- 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.
- Goetze, S. K., Walker, B. J., & Yellin, D. (2000). Preservice teacher's conceptual development using computer mediated communication in language arts classes. Yearbook of the College Reading Association, 22, 298-310.
- Griffith, R. (2017). Preservice teachers' in‐the‐moment teaching decisions in reading. Literacy, 51(1), 3-10. https://doi.org/10.1111/lit.12097
- Hail, C., Hurst, B., Camp, D., & Laughlin, J. (2015). Preservice Teachers' Perceptions of their Literacy Practicum Experiences. Journal Of Reading Education, 40(2), 13-18.
- Haverback, H. R., & McNary, S. (2015). Shedding light on preservice teachers' domain specific self-efficacy. Teacher Educator, 50(4), 272-282.
- Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.
- 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.
- 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.
- Johnson, J. (2012). "A Rainforest in Front of a Bulldozer": The Literacy Practices of Teacher Candidates Committed to Social Justice. English Education, 44(2), 147-179.
- Kaplan, D. S. (2001). Preservice reading teachers' self-awareness of past learning and development as motivation for continued learning. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 300-310), Chicago, Ill: National Reading Conference.
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Knight, S. D. (2011). Using narrative to examine positionality: Powerful pedagogy in English education. English Teaching: Practice & Critique (University of Waikato), 10(2), 49–64.
- Knotts, M. (2016). I feel like a hypocrite: a beginning teacher’s disconnect between beliefs and practice. English Teaching: Practice & Critique, 15(2), 221–235. https://doi.org/10.1108/ETPC-02-2016-0029
- 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.
- Macgillivray, L., & Freppon, P. (2000). Reflections over time: Preservice teachers' images of their first year of teaching. Action in Teacher Education, 22(2), 122-132.
- Mallette, M. H., Readence, J. E., McKinney, M., & Smith, M. M. (2000). A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered? Literacy Research and Instruction, 39(3), 222-234.
- Many, J. E., Howard, F., & Hoge, P. (2002). Epistemology and preservice teacher education: how do beliefs about knowledge affect our students' experiences?. English Education, 34(4), 302-322.
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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., & Rogers, R. (2015). Constructing racial literacy through critical language awareness: A case study of a beginning literacy teacher. Linguistics and Education, 32, 27-40. http://dx.doi.org/10.1016/j.linged.2015.03.014
- Myers, J., & Eberfors, F. (2010). Globalizing English through intercultural critical literacy. English education, 42(2), 148-170.
- 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.
- Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 648-666.
- Phillips, D. K., & Larson, M. L. (2012). Preservice teachers respond to And Tango Makes Three: deconstructing disciplinary power and the heteronormative in teacher education. Gender and Education, 24(2), 159-175.
- Richards, J. C. . (2018). Applying Social Cognitive Theory to Position Literacy Teacher Candidates as Self-Described Learners and Teachers: Formatted in PechaKucha “Manuscript Style.” Literacy Practice & Research, 44(1), 26–31. Retrieved from http://search.ebscohost.com.ezproxy.lib.utexas.edu/login.aspx?direct=true&db=eue&AN=134589278&site=ehost-live
- Rogers, R., Mosley Wetzel, M., & O’Daniels, K. (2016). Learning to teach, learning to act: becoming a critical literacy teacher. Pedagogies: An International Journal, 11(4), 292-310.
- Sanden, S. (2016). Negotiating discrepancies: Literacy instruction in the university classroom and the primary classroom. Literacy Practice & Research, 41(3), 30-37.
- Schieble, M. (2011). 'A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, The, 34(2), 202.
- Seferoglu, G. (2006). Teacher Candidates' Reflections on Some Components of a Pre-Service English Teacher Education Programme in Turkey. Journal of Education for Teaching, 32(4), 369-378.
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Sherry, M. B., Messier-Jones, L. M., & Morales, J. (2018). Positioning in prospective secondary English teachers’ annotations of teaching videos. English Teaching: Practice & Critique, 17(3), 152–167. https://doi.org/10.1108/ETPC-11-2017-0154
- Simon, R. (2015). "I'm fighting my fight, and I'm not alone anymore": The influence of communities of inquiry. English Education, 48(1), 41-71.
- Skerrett, A. (2010). Lolita, Facebook, and the third space of literacy teacher education. Educational Studies, 46(1), 67-84.
- Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
- Sugimoto, A. T., Carter, K., & Stoehr, K. J. (2017). Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners. Teaching and Teacher Education, 67, 179-188.
- Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. Multicultural Education, 17(4), 44-48.
- Tanner, S. J., & Berchini, C. (2017). Seeking rhythm in white noise: working with whiteness in English education. English Teaching: Practice & Critique, 16(1), 40–54. https://doi.org/10.1108/ETPC-11-2016-0143
- Tapia, E. (1999). "I wouldn't think nothin' of it": Teacher candidates survey public on nonstandard usage. English Education, 31(4), 295-309.
- Triplett, C.F. & Barksdale, M. (2016). Pre-service teachers' perceptions of struggling readers. Literacy Practice & Research, 41(2). 37-43.
- Ulusoy, M. (2016, March 16). Field experiences in teacher education: the perceptions and qualities of written reflections. Teaching in Higher Education. Informa UK Limited. https://doi.org/10.1080/13562517.2016.1160215
- Vassilaki, E. (2017). Reflective writing, reflecting on identities: The construction of writer identity in student teachers’ reflections. Linguistics and Education, 42, 43-52. https://doi.org/10.1016/j.linged.2017.08.001
- Villaume, S. K. (2000). The necessity of uncertainty: A case study of language arts reform. Journal of Teacher Education, 51(1), 18-25.
- Wall, D. J., & Hurie, A. H. (2017). Post-observation conferences with bilingual pre-service teachers: revoicing and rehearsing. Language and Education, 31(6), 543-560. https://doi-org.ezproxy.lib.utexas.edu/10.1080/09500782.2017.1417996
- Warner, C.K. (2016). Constructions of excellent teaching: Identity tensions in preservice English teachers. National Teacher Education Journal, 9(1). 5-15.
- Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). “Only connect!”: Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.
- 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