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EBX01000000000000001279288 |
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230130 ||| eng |
| 020 |
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|a 9781350032040
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| 050 |
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4 |
|a LB1631
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| 100 |
1 |
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|a Pasternak, Donna L.
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| 245 |
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|a Secondary English teacher education in the United States
|h [electronic resource]
|c Donna L. Pasternak ... [et al.]
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| 260 |
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|a London
|b Bloomsbury Academic
|c 2017, 2017
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| 300 |
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|a xv, 214 p.
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| 505 |
0 |
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|a Includes bibliographical references and index
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| 505 |
0 |
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|a English teacher education in the United States -- Portrait of English teacher education across time: an introduction to the field -- English teacher education: a portrait of the field today -- Awareness versus application: intersections between methods and field placements -- Challenges and changes facing US English teacher education -- Standards and assessment: tensions between utility and critique -- Literacy instruction: methods for integrating reading and writing -- Teaching diverse learners: methods to address cultural and linguistic diversity -- Technology integration: essential but inconsistent content -- Commitments and change: future directions for ELA education in the US.
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| 653 |
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|a High school teachers / Training of / United States
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| 653 |
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|a English language / Study and teaching (Secondary) / United States
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| 653 |
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|a English teachers / Training of / United States
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| 700 |
1 |
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|a Caughlan, Samantha
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| 700 |
1 |
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|a Hallman, Heidi L.
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| 700 |
1 |
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|a Renzi, Laura
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b BECS
|a Bloomsbury Education and Childhood Studies
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| 490 |
0 |
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|a Reinventing teacher education
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| 776 |
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|z 9781350032040
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| 776 |
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|z 9781350032033
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| 776 |
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|z 9781350032026
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| 776 |
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|z 9781350032019
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| 856 |
4 |
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|u https://doi.org/10.5040/9781350032040?locatt=label:secondary_educationAndChildhoodStudies
|x Verlag
|3 Volltext
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| 082 |
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|a 428.0071/2
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| 520 |
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|a "Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social and political considerations. In Part I, the authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They then analyze the context under which teacher educators currently prepare pre-service English teachers in the US. This enables teacher educators in other countries to make comparisons to their own unique historical and cultural settings. Part II offers an evaluation of the content, practices and skills being taught to future teachers of English in university-based teacher preparation programs in the US. It draws on evidence from case studies, course syllabi and focus group interviews to focuses on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include: - standards and assessment; - teaching literacy to integrate reading and writing; - working with English language learners to address cultural and linguistic diversity; - new technologies in English education. This book will serve as a model for other secondary school disciplines worldwide to examine their own content, skills, and practices to ascertain the conditions under which teacher preparation occurs" --
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