Search results for: Rush Leslie A.
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The present article describes one element of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. This element focused on how technology is integrated within the context of English teacher education programs. Specifically, this article focuses on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work. The authors conclude that technology is already changing the understanding of content in the English language arts (ELA) classroom. Hence, the teaching and learning of technology is regarded as essential other content in English. The authors argue that the availability of technology in higher education, as well as in school districts, continues to be problematic and dependent upon a community’s commitment to it.
Updated: Feb. 07, 2018
The article presents a study exploring preservice teachers' experiences with multigenre writing in a secondary English methods course. Eight preservice teachers participated in this study (seven females and one male). They were assigned to write multigenre reflections that connected theory and practice from course readings. Their writing was supported through classroom workshops and discussion. Analysis of the data indicate that the participants worked through their initial anxiety related to the unique expectations of multigenre writing. Suggestions for incorporation of multigenre writing in teacher education courses are provided.
Updated: Aug. 24, 2009
The article examines student and teachers expectations and experiences in a reading undergraduate teacher education course. Students in the course were middle-school education majors and speech pathology majors; the educational backgrounds and identities of these students presented lack of fit with each other and, for some, with the inquiry-based nature of the course pedagogy.
Updated: Nov. 26, 2008