Two Years in the Lives of Two English Teachers

To Be, To Do, To Become

Häftad, Engelska, 2024

Av Bob Fecho, Dawan Coombs, Trevor Thomas Stewart, Rachel Knecht, Emelio DiSabato

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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.

Produktinformation

Utgivningsdatum2024-02-26
Mått152 x 229 x 15 mm
Vikt300 g
FormatHäftad
SpråkEngelska
Antal sidor172
FörlagTaylor & Francis Ltd
ISBN9781032461182

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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.

PrefaceAcknowledgementsChapter One: The First First Day, The Excitement and Tension of Moving into the Role of TeacherChapter 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 ChangesChapter Four: Emelio, Spring of the First Year, Negotiating Classroom Order, Teacher Needs, and Student ExpectationsChapter Five: Rachel, Spring of the First Year, The Importance of Collaboration and a Search for BalanceChapter Six: Emelio, Autumn of the Second Year, Authentic Assessment, Power, Positioning, and Peer InfluenceChapter 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 FuturesChapter Ten: A Place We Want to BeAppendix AIndex