Student teachers' knowledge of literacy practices in school

Hanauer, David I.

doi:10.1016/s0742-051x(97)00024-3

Cited by 9 publications

(5 citation statements)

References 12 publications

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“…This relegation of literacy instruction to English teachers is also pointed out by Hall () and Lester (). The burden of responsibility on English teachers is particularly troubling if English teachers’ penchant for literary texts causes them to prefer humanities‐based texts over non‐fiction (Hanauer, ). As a result of the increased movement toward discipline‐specific literacies, as well as the existing reality of English teachers’ perceived responsibility for literacy instruction, it is critical to examine the ways in which English teachers are taught to address reading and writing instruction, particularly through the methods courses that they take as part of their certification programmes.…”

Section: Resultsmentioning

confidence: 99%

Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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What is the state of the English education methods course in the 21 st century? Summarizing the research in English teacher education since the last major study (Smagorinsky & Whiting, 1995) of how English teachers are prepared, the authors review the state of the profession to examine trends in the field since the recent revision of the NCTE guidelines for teacher preparation, the redefinition of what constitutes methods coursework in and across programs, the rising numbers of culturally and linguistically diverse learners, the demands of assessment and accountability, and the integration of the field experience with content. The authors review research related to teaching reading strategies, integrating fieldwork with English education coursework, addressing standards in planning and teaching, meeting the needs of English language learners, and teaching with and about technology to determine how English teacher education is adapting to the demands of educating English teachers in the 21 st century. Members of a study group at the conference determined that the field of English education "encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English" (CEE, 2008a, para 1). The summit attendees stressed that central to the task of teaching English is the education and support of English instructors who, in turn, will assist their own students "to be creative, literate individuals; contributors to the cultural, social, and economic health of their communities; and fully participating and critically aware citizens of our democracy in a complex, diverse, and increasingly globalized world" (CEE, 2008a, para. 2). KeywordsExemplifying these dimensions with a set of core values clarified in their position statement (CEE, 2008b), the summit writers underscored the importance of interweaving theory and practice to prepare students at all ages to be literate, empathic individuals.Concurrently, another group of CEE members at the Atlanta summit raised the related question, "What do we know and believe about the roles of methods courses and field experiences in English education?" They asserted that programs exhibit a set of related professional experiences that "foster a sense of authority, a spirit of inquiry, and a belief in the possibility of change among prospective and inservice teachers as well as English educators" (CEE, 2008b, para. 1), experiences that promote partnerships, professional communities, and an 4 awareness of the contexts in which learners learn. CEE members stressed that methods course work infuses "content, pedagogy, and professionalism and provides opportunities for practice, reflection, and growth" (CEE, 2008b, Beliefs statements on coursework, para. 1) and that methods classes include the teaching of instructional practices that recognize the social and cultural contexts of a...

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Section: Resultsmentioning

confidence: 99%

Teaching English language arts methods in the United States: a review of the research

Pasternak

Caughlan

Hallman

et al. 2014

Review of Education

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“…As such, secular, literary reading and religious reading are both subject to the institutional accretion of authorized interpretations. This institutional aspect of Biblical reading is evidenced in an empirical study by Hanauer (1997), who found that Israeli, college-aged teacher trainees considered Bible reading (a core school subject in Israel) similar to the reading of both literature and history (as opposed to the reading biology, chemistry, geography and computers) because all three stress interpretation of text. Bible reading was perceived as similar to literature reading because both involved close attention to textual features, and as similar to history reading because both involved "rote learning of defined interpretations" (p. 858).…”

Section: Schooling and Literacy Socializationmentioning

confidence: 99%

Authority, Performance, and Interpretation in Religious Reading: Critical Issues of Intercultural Communication and Multiple Literacies

Elster

2003

Journal of Literacy Research

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This paper addresses two critical issues related to language and literacy. The first is the need to better appreciate how literacy practices and values, whether shared, complementary or disparate, mediate intercultural contact, communication, and conflict. The second issue is how to theorize using new models of what literacy is in an age of multiple literacies and increasingly global communication. From a multiple literacies and new genre perspective, readers give meaning to texts in culturally and historical embedded literacy practices. Focusing on the under-researched area of religious literacy practices, I seek to show how the oral performance of texts and their interpretation by textual communities constitute enactments of textual authority. Using the related frameworks of activity, genre, and critical discourse theories, I examine literacy practices in their sociohistorical contexts. Examples of religious reading practices and stances are drawn primarily from Orthodox Jewish reading practices, which recognize unique authority in the words of the Hebrew Bible, and which practice norms of textual interpretation and performance that are unique to that textual community. Religious reading practices highlight the repertoire of reading genres, strategies, and stances that members of modern multicultural societies learn to control. Because multiple reading traditions define communities, personal identities and power relations, it is critical that researchers and policy-makers avoid the danger of imposing one secularist model of reading on all reading activities, or one set of dominant reading stances on all cultural groups.

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“…In addition, combining history and literature can be accepted as something natural rather than artificial (Vansover, 2015). Thus, teaching written and oral Torah can also be integrated with history teaching (Hanauer, 1997). Combining geography and history is seen as totally natural since it enables strengthening the geographic background as a base for understanding historical processes (Meir, 1982).…”

Section: Interdisciplinary Teachingmentioning

confidence: 99%

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

Cytrin¹

2018

JETS

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This article aims to examine the difficulties, misgivings, and criticism that exist in academia and the field of education, regarding creating history curricula relevant and significant to twenty-first century society and individuals; how compulsory history curricula can be suited to the methodology and didactics of training students as history teachers, and suggest several solutions to the issues discussed.The structure of knowledge approach in the discipline of history is problematic, and creates a complex challenge regarding preparing history students as teachers of the future. This is because this discipline represents, to a great extent, the wider fields of the humanities and social sciences which are very difficult to integrate into the school educational process.Historical research and the education system have different goals. The historian strives to clarify "historical questions", meaning issues from the past with the perspective of their having certain relevance to the future. In contrast, the education system seeks to shape the student's worldview and provide him with significant tools for coping with the challenges of the twenty-first century, as part of the "toolbox" that the education system believes will serve as a basis for the student's preparation to be a useful individual in society and for himself.In light of the weight of history in teaching values, based on reliable facts gained from historical research, the main role that should be given to teaching the subject is to teach critical thinking. The ability to understand history in its framework of reference, meaning, understanding change and the environment, needs to be developed. Likewise, it is necessary to arouse and develop the judicious use of facts and drawing conclusions. Learning history can, and must, take place both experientially and logically. Presenting the "historical story" alongside the "cognitive-critical" approach must be the primary "pedagogy" when instilling students with teaching skills.Achieving history curriculum goals is greatly dependent on the teaching and evaluation methods, and how well teachers succeed in bringing their students to be active and involved in the learning process. Therefore, a variety of teaching strategies must be employed, in the spirit of the constructionist approach. Training teaching students requires a variety of pedagogic methods and methodological approaches, and teaching literacy for strategies for interdisciplinary teaching methods, integrative learning, and use of digital technologies.

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Student teachers' knowledge of literacy practices in school

Cited by 9 publications

References 12 publications

Teaching English language arts methods in the United States: a review of the research

Teaching English language arts methods in the United States: a review of the research

Authority, Performance, and Interpretation in Religious Reading: Critical Issues of Intercultural Communication and Multiple Literacies

Trends and Changes in Training History Teachers in Academia, and Its Interface With the Israeli Education System

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