Developing a Teacher Identity: The Impact of Critical Friends Practice on the Student Teacher
Judith K. Franzak
Describes how the Critical Friends Group (CFG) concept brings together teachers at all levels of experience to promote and support one another's professional growth. Conducts a case study of a student teacher participating in a CFG. Suggests that formal collaborative practice can enhance the preservice teacher's conception of the profession, as well as function as a psychological safety net.
Learning to Let Them Learn: Yielding Power to Students in a Literacy Methods Course
Describes the process and product of a revision of the author's literacy methods course, a revision that grew from a student's comment questioning the student's "right" to evaluate another student's work. Theorizes the role of authority in the course and explains how contours of power and freedom create spaces in which prospective teachers have opportunities to develop a habitus for teaching.
Keywords: College, Research, Professional Development
Epistemology and Preservice Teacher Education: How Do Beliefs about Knowledge Affect Our Students' Experiences?
Joyce E. Many, Frances Howard, and Pamela Hoge
Provides information about the authors' course and how they collected and analyzed data. Shares what they learned about the range of epistemological perspectives of their students. Explores how students' beliefs may have shaped their experiences in the courses and their reflections on their work in the field. Finds many students drew on multiple lenses to frame their beliefs.
Conversations from the Commissions: Sorting Treasures from Trash: Technology and English Education
Considers why some English language arts teachers are reluctant to use technology while others embrace it passionately. Discusses when it is best to integrate technology and when more traditional approaches should prevail. Explores some of these issues.
Beginning Words: Toward a Path of Thoughtfulness: Questioning Our Methods in English Education
Cathy Fleischer and Dana L. Fox
Abstract for this article is currently not available.
BookTalk: How to Handle the Truth: Lessons in Telling Our Literacy Histories
Index to Volume 34
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