English Education - Volume 34, Issue 4, 2002

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.

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.

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.