English Education - Volume 53, Issue 2, 2021

This study examines five novice teachers’ perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship.

In this essay, the author reflects on the importance of accepting and expressing emotion in teachers’ lived experiences. By centering emotion work in preservice teacher praxis, teacher educators can make emotion work visible and assign value to it.

Originally developed in July 2005, this statement, formerly known as What Do We Know and Believe about the Roles of Methods Courses and Field Experiences in English Education?, was updated in April 2020 by members of the ELATE Commission on Methods Teaching and Learning.

Multiple ELA teacher educators share assignments created for their ELA methods courses that intentionally connect to the development of critical, agentic, active, ethical, reflective, and socially just ELA teachers, a specific objective of methods coursework addressed in the ELATE position statement Beliefs about Methods Courses and Field Experiences in English Education.