Entering the Arena: The Figured Worlds Transition of Preservice Teachers

Saunders, Jane M.; Ash, Gwynne Ellen

doi:10.1002/jaal.170

Cited by 5 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Secondary literature classes, in which teachers and students immerse themselves in reading and writing practices, are ideally situated for examining ideologies (Appleman, 2009;Sarigianides, 2012). English teachers are familiar with how to examine language use and meaning, and in this way they are positioned to experience critical examinations of their own classroom thinking and practices (Sarigianides, Lewis, & Petrone, 2015;Saunders & Ash, 2013). Illuminating disruptions that emerge in school contexts can help educators identify, examine, and question teaching and learning practices.…”

Section: Methods Of Analysismentioning

confidence: 99%

“…Alternately, literacy scholars Sarigianides (2012) and Curwood (2013) argue the story raises important social issues for adolescents' consideration. The Hunger Games is positioned to support critical thinking and problem solving (Layfield, 2013;Saunders & Ash, 2013). Further, Simmons (2016) uses The Hunger Games as a teaching tool to improve students' academic writing; in her classroom, students study the author's use of fragments as intentional style choices and use this knowledge as "rebellion" against traditional grammar rules in their own classroom writing practices.…”

Section: Evolving Practices In English Language Arts Classroomsmentioning

confidence: 99%

See 1 more Smart Citation

Digital role-play in a secondary English language arts classroom

Haynes-Moore¹

View full text Add to dashboard Cite

Colvin invited me to discuss with her the University's Language, Literacy, and Culture program. I have never doubted my decision to pursue this path. I am fortunate to have Dr. Colvin as an adviser. She challenged and encouraged me, and thoughtfully guided my literacy interests and research development. I also thank my committee members. Each generously provided me time for conversation and critique-and book loans (which I promise to return). Additionally, I thank Dr. Linda Fielding and Dr. Vanessa Shelton for their support. As a classroom teacher, I recognize the many ways my own students inspired me to explore digital spaces and adolescent literacies. I also thank the spirited students and dedicated classroom teacher who participated in my study and allowed me to share their school worlds. I am also grateful to my colleagues in the Cedar Rapids Community School District. Often, I sought insight from Dr. Deb Aldrich, Dr. Michael Ayers, and Theresa Fettkether, and I thank this trio of academic wingmen for their friendship, wisdom, and encouragement. I also thank Kara Asmussen and the members of the Kennedy High School English language arts department whose company makes each school day joyful. Finally, I thank my Haynes-Moore parents and families, a fine and funny group from whom I never cease to learn. I owe special gratitude to my husband Michael; he is a remarkable classroom teacher and generous friend. In the throes of my final writing days, Michael reminded me to eat and sleep-important details. And throughout the last six years, a period during which I lived a busy double life as teacher and student, he supplied humor, unlimited kindness, and unwavering support.

show abstract

Section: Methods Of Analysismentioning

confidence: 99%

Section: Evolving Practices In English Language Arts Classroomsmentioning

confidence: 99%

Digital role-play in a secondary English language arts classroom

Haynes-Moore¹

View full text Add to dashboard Cite

show abstract

“Teaching is a lot more than just showing up to class and grading assignments”: Preparing middle-level teachers for longevity in the profession

Overschelde

Saunders

Ash

2017

Middle School Journal

View full text Add to dashboard Cite

Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong

2019

View full text Add to dashboard Cite

Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers for more than one year, the present study examines their firstyear teaching experience in Hong Kong secondary schools, focusing on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers' initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers' workplace learning and professional development.

show abstract

Entering the Arena: The Figured Worlds Transition of Preservice Teachers

Cited by 5 publications

References 14 publications

Digital role-play in a secondary English language arts classroom

Digital role-play in a secondary English language arts classroom

“Teaching is a lot more than just showing up to class and grading assignments”: Preparing middle-level teachers for longevity in the profession

Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong

Contact Info

Product

Resources

About