Developing Pedagogical Content Knowledge for Literature-Based Discussions in a Cross-Institutional Network

This article examines how secondary English teachers serving as preservice mentors developed pedagogical content knowledge (PCK) of literature discussions by participating in a cross-institutional teacher educator network. The joint creation of dialogic space in the English Educators’ Network provided a context where mentor teachers expanded their understandings of discussions to a dialogic view of literature-based discussion involving the interaction of reader, text, and multiple worldviews.