Two Years in the Lives of Two English Teachers

To Be, To Do, To Become
1. Auflage 2024
ISBN: 978-1-032-46800-6
Verlag: Routledge

Buch, Englisch, 184 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 429 g

This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors’ detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked "wobble moments." These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Fecho, Bob

Coombs, Dawan

Stewart, Trevor Thomas

Knecht, Rachel

DiSabato, Emelio

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Preface

Acknowledgements

Chapter One: The First First Day, The Excitement and Tension of Moving into the Role of Teacher

Chapter Two: Emelio, Autumn of the First Year, The Necessity of Trial and Error

Chapter Three: Rachel, Autumn of the First Year, Traversing Collegiality, Classroom Management, and Planning Changes

Chapter Four: Emelio, Spring of the First Year, Negotiating Classroom Order, Teacher Needs, and Student Expectations

Chapter Five: Rachel, Spring of the First Year, The Importance of Collaboration and a Search for Balance

Chapter Six: Emelio, Autumn of the Second Year, Authentic Assessment, Power, Positioning, and Peer Influence

Chapter Seven: Rachel, Autumn of the Second Year, Change is Good! Change is Good?

Chapter Eight: Emelio, Spring of the Second Year, Learning to Nurture Literacy Development through Connection

Chapter Nine: Rachel, Spring of the Second Year, Teaching Dialogically, School Safety, and Uncertain Futures

Chapter Ten: A Place We Want to Be

Appendix A

Index

Über Autor(innen)

Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.

Dawan Coombs is Associate Professor of English, Brigham Young University, USA.

Trevor Thomas Stewart is Associate Professor of English/Literacy Education, Virginia Tech School of Education, USA.

Rachel Knecht is a graduate of Brigham Young University. After four years teaching secondary English, she is a doctoral candidate at the University of Nevada, Reno.

Emelio DiSabato is a graduate of Teachers College, Columbia University and teaches middle schoolers at Seattle Girls’ School.