Using Tension as a Resource

New Visions in Teaching the English Language Arts Methods Class

Edited by Heidi L. Hallman; Kristen Pastore-Capuana and Donna L. Pasternak

This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter’s content. Content with the chapters in the book focus on describing a “tension” or “dilemma” that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters’ responses highlights the importance of the field’s history and its present response to the tension featured. This book will be a useful resource to teacher educators who wish to investigate new approaches to dilemmas faced in teaching the methods class to pre-service teachers.

Rowman & Littlefield Publishers

Pages: 210 • Trim: 6⅜ x 9⅛

978-1-4758-4547-1 • Hardback • April 2019 • $87.00 • (£67.00)

978-1-4758-4548-8 • Paperback • April 2019 • $44.00 • (£35.00)

978-1-4758-4549-5 • eBook • April 2019 • $41.50 • (£35.00)

Subjects: Education / Higher, Education / Teaching Methods & Materials / Language Arts, Education / Secondary / Language Arts

Using Tension as a Resource

New Visions in Teaching the English Language Arts Methods Class

Hardback

Paperback

eBook

Summary

This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter’s content. Content with the chapters in the book focus on describing a “tension” or “dilemma” that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters’ responses highlights the importance of the field’s history and its present response to the tension featured. This book will be a useful resource to teacher educators who wish to investigate new approaches to dilemmas faced in teaching the methods class to pre-service teachers.

Details

Rowman & Littlefield Publishers

Pages: 210 • Trim: 6⅜ x 9⅛

978-1-4758-4547-1 • Hardback • April 2019 • $87.00 • (£67.00)

978-1-4758-4548-8 • Paperback • April 2019 • $44.00 • (£35.00)

978-1-4758-4549-5 • eBook • April 2019 • $41.50 • (£35.00)

Subjects: Education / Higher, Education / Teaching Methods & Materials / Language Arts, Education / Secondary / Language Arts

Author

Heidi L. Hallman, Ph.D., is Professor of English Education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts.

Kristen Pastore-Capuana, Ph.D., is Assistant Professor of English Education in the English Department at Buffalo State College. She is the Assistant Director of the Western New York Network of English Teachers (WNYNET).

Donna L. Pasternak, Ph.D., is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. She directs the University of Wisconsin-Milwaukee Writing Project.

Table of Contents

Acknowledgments

Editors’ Introduction

Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak

Section I: Frameworks for English Education

Chapter 1: Educating Teachers for Critical Pragmatism: Methods as a “Conceptual Home Base”

Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-Shah

A Response to Chapter 1

Melissa Schieble

Chapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching

Terri L. Rodriguez

A Response to Chapter 2

Allison Wynhoff Olsen

Chapter 3: Exploring Tensions During Critical Conversations about Race in English Education

Amy Vetter and Melissa Schieble

A Response to Chapter 3

Lauren Gatti

Section II: Practices in English Education

Chapter 4: Writing in and for the 21^st Century: Crossing Digital and Multimodal Thresholds in ELA Methods Courses

Amber Jensen

A Response to Chapter 4

Mike Metz

Chapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric Readings

Crag Hill

A Response to Chapter 5

Christopher M. Parsons

Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. Rosenblatt

Sue Ringler Pet

A Response to Chapter 6

Crag Hill

Chapter 7: Teacher Candidates’ Perspectives on Tensions within the Methods-Based Field Experience

Christopher M. Parsons

A Response to Chapter 7

Laura A. Renzi

Section III: Communities of English Education

Chapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of Practice

James Cercone and Kristen Pastore-Capuana

A Response to Chapter 8

Amber Jensen

Chapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural Contexts

Allison Wynhoff Olsen

A Response to Chapter 9

Jamie M. Collins

Chapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy

Heidi L. Hallman and Melanie N. Burdick

A Response to Chapter 10

Terri L. Rodriguez

About the Editors

About the Contributors

Index

Reviews

English teacher educators struggle to resolve tensions between teacher preparation and classroom experience; they help preservice English teachers move toward resolution on those issues as well. This book provides a thoughtful, inspired, and analytical discussion of some of these tensions, and is particularly well situated to assist both new and experienced English teacher educators with this puzzling and difficult work. The book is both a mirror and a ladder: the discussion between chapter authors and respondents mirrors the values placed in our field on discussion and collaboration, while the content of the chapters and responses will provide a helpful assist to English teacher educators. The tensions addressed in our work and in this book are many — the chapters here will provide new direction and ideas for any English teacher educator who takes it up.
— Leslie S. Rush, director, School of Teacher Education; associate dean, undergraduate programs, University of Wyoming

This is a clear-eyed and thoughtful examination of critical problems identified by English teacher educators who wish to prepare teachers for classrooms as they are, not as we wish they were. The list of teacher educators and the experience and wide-reading they bring to the tensions explored validates our entire profession: we seek to negotiate messy and complicated truths to educate young people for the future. This book is an important tool for that quest.
— Ken Lindblom, professor of English, Stony Brook University (SUNY)

Amidst the changing field of English education, Using Tension as a Resource offers a variety of enlightening and informative perspectives that recognize the complexity of our work in the field. The chapters provide invaluable ideas for extending the learning of our pre-service teachers beyond the university and into the communities of the students with whom they will work.
— Ashley S. Boyd, assistant professor, English education, Washington State University