Two Years in the Lives of Two English Teachers
To Be, To Do, To Become
1st Edition
Published on 26. February 2024
184 pages
978-1-003-83455-7 (ISBN)
Description
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.
More details
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ebooks
Target group
College/higher education
Professional and scholarly
Illustrations
1 Line drawings, black and white; 1 Illustrations, black and white
ISBN-13
978-1-003-83455-7 (9781003834557)
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
Bob Fecho | Dawan Coombs | Trevor Thomas Stewart
Two Years in the Lives of Two English Teachers
To Be, To Do, To Become
Book
02/2024
1st Edition
Routledge
€64.90
Shipment within 10-20 days
Bob Fecho | Dawan Coombs | Trevor Thomas Stewart
Two Years in the Lives of Two English Teachers
To Be, To Do, To Become
Book
02/2024
1st Edition
Routledge
€206.00
Shipment within 10-20 days
Persons
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.
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.
Content
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
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
