Making Meaning with Readers and Texts
Beginning Teachers' Meaning-Making from Classroom Events
Published on 18. November 2022
Book
Hardback
264 pages
978-1-80262-338-3 (ISBN)
Description
Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts materializes new insights for advancing teacher education research, broadening understandings of teachers' use of literacy practices for making meaning from classroom events.
Exploring new possibilities for framing and reframing learning to teach, Edge advances teacher education research through longitudinal inquiry into beginning teachers' meaning making from classroom events. Novel applications of theory combined with field-based research advances the development of conceptual and practical frameworks for teaching and teacher education. Documenting meaning-making as prospective teachers transition into teaching, extending seminal theories from language arts, reading, and literacy to teacher education, Making Meaning with Readers and Texts advances a new theory for how teachers can fully utilize literacy skills in and for their teaching practices.
Reconsidering well-documented problems in preparing teachers and reimagining teaching as reading and composing-curriculum, identity, relationships - Making Meaning with Readers and Texts is crucial reading for teacher educators, English educators, and literacy scholars.
Exploring new possibilities for framing and reframing learning to teach, Edge advances teacher education research through longitudinal inquiry into beginning teachers' meaning making from classroom events. Novel applications of theory combined with field-based research advances the development of conceptual and practical frameworks for teaching and teacher education. Documenting meaning-making as prospective teachers transition into teaching, extending seminal theories from language arts, reading, and literacy to teacher education, Making Meaning with Readers and Texts advances a new theory for how teachers can fully utilize literacy skills in and for their teaching practices.
Reconsidering well-documented problems in preparing teachers and reimagining teaching as reading and composing-curriculum, identity, relationships - Making Meaning with Readers and Texts is crucial reading for teacher educators, English educators, and literacy scholars.
More details
Series
Language
English
Place of publication
Bingley
United Kingdom
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 19 mm
Weight
538 gr
ISBN-13
978-1-80262-338-3 (9781802623383)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Christi U. Edge
Making Meaning with Readers and Texts
Beginning Teachers' Meaning-Making from Classroom Events
E-Book
11/2022
Emerald Publishing Limited
€103.99
Available for download
Person
Christi U. Edge is a Professor of Education and Scholar for Extended Learning and Community Engagement at Northern Michigan University, U.S.A. Prior to academe, Christi was an award-winning high school English language arts and reading teacher and writing project fellow. Her research addresses meaning making from teaching and learning events, multimodal literacy, narrative inquiry, and self-study of practice.
Content
Part I. Envisioning Teachers as Readers, Writers, and Meaning-Makers
Chapter 1. Imagining Teachers as Readers
Chapter 2. Exploring Teachers as Readers and Writers of Classroom texts: Classroom Literacy as A Framework for Adaptive Expertise
Chapter 3. Meaning and Experience in Classroom Literacy
Part II. Making Meaning from Classroom Events
Chapter 4. Why Narrative Inquiry?
Chapter 5. Poem as Event: Making Meaning With Christi
Chapter 6. Learning from Experience: Methods for Attending to Classroom Events over time
Part III. Making Meaning with Beginning Teachers
Chapter 7. Living and Telling Stories of Beginning Teaching: Meaning-Making through/From Experiences
Chapter 8. Efferent and Aesthetic: Stances for Reading Teaching
Chapter 9. Reading Students and Recomposing Curriculum
Chapter 10. Cafeteria Conversations: CoConstructing Meaning
Chapter 11. Reading and Composing Classroom Texts: Teaching as Inquiry and Problem Solving
Chapter 12. Learning through Experience: Reading and Composing Confidence
Part IV. (Re)Considering Readers, Texts, and Poems in Classroom Events
Chapter 13. Toward a Theory of Transactional Teaching and Learning
Chapter 1. Imagining Teachers as Readers
Chapter 2. Exploring Teachers as Readers and Writers of Classroom texts: Classroom Literacy as A Framework for Adaptive Expertise
Chapter 3. Meaning and Experience in Classroom Literacy
Part II. Making Meaning from Classroom Events
Chapter 4. Why Narrative Inquiry?
Chapter 5. Poem as Event: Making Meaning With Christi
Chapter 6. Learning from Experience: Methods for Attending to Classroom Events over time
Part III. Making Meaning with Beginning Teachers
Chapter 7. Living and Telling Stories of Beginning Teaching: Meaning-Making through/From Experiences
Chapter 8. Efferent and Aesthetic: Stances for Reading Teaching
Chapter 9. Reading Students and Recomposing Curriculum
Chapter 10. Cafeteria Conversations: CoConstructing Meaning
Chapter 11. Reading and Composing Classroom Texts: Teaching as Inquiry and Problem Solving
Chapter 12. Learning through Experience: Reading and Composing Confidence
Part IV. (Re)Considering Readers, Texts, and Poems in Classroom Events
Chapter 13. Toward a Theory of Transactional Teaching and Learning