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- Volume 55, Issue 1, 2022
English Education - Volume 55, Issue 1, 2022
Volume 55, Issue 1, 2022
- Articles
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Research: High Fidelity: Factors Affecting Preservice ELA Teachers’ Commitment to Antiracist Literature Instruction
Author(s): Sophia Tatiana Sarigianides and Carlin Borsheim-BlackAs the U.S. grapples with a racial reckoning, teacher educators need to know what education programs can do to send preservice teachers into the field committed to engage in antiracist teaching and confident that they can do it well. This semester-long, bi-institutional qualitative study of preservice teachers in two white-dominant methods courses for the preparation of English teachers examines the research question: What factors contribute to preservice teachers’ commitment to teaching about racism in the context of literature study? Defining commitment as a combination of intention and demonstrated ability to enact antiracism in future antiracist teaching through Love’s concept of abolitionist teaching, as well as Kant’s conception of a categorical imperative, this study identified four factors affecting participants’ commitment to antiracism: 1) knowledge about race and racism; 2) the role of participants’ racial identity in doing antiracist English teaching; 3) experience with antiracist pedagogies; and 4) field-based experiences tied to race. Implications from the study focus on the need to connect teachers’ racial identity understandings to discipline-based teaching; modeling discipline-centered antiracist pedagogies; and helping candidates to racialize field experiences as part of their preparation.
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Research: Learning to Teach Writing by Becoming a Writer: An Examination of Preservice Teachers’ Engagement with the Writing Process
Author(s): Ann D. David, Stephanie Grote-Garcia, Inci Yilmazli Trout, Susan Hall and Letitia HardingFinding ways to develop preservice teachers (PSTs) as both writers and teachers of writing can be a heavy lift for teacher education programs. This article presents a portion of the data from a larger study undertaken as longitudinal, formative design research. Data were gathered from 410 PSTs over a three-year period across four courses in teacher education and English language arts at a private liberal arts university in a southwestern state. Two research questions guided the study: (1) How do preservice teachers engage in practices grounded in process discourse in the context of their teacher education courses?; and (2) How do preservice teachers’ beliefs about their writing self-efficacy change during a semester of engaging in writing with a focus on process discourse? Key findings of the study included PSTs engaging in prewriting activities (e.g., reading, researching) but engaging less in writing while preparing to write (e.g., quicklist, webs). Furthermore, the PSTs utilized peers in revising writing but did not visit those with the most knowledge and skill in supporting writing (e.g., professor, writing center). Finally, PSTs’ confidence in their writing, which was higher at the start of courses than previous research often indicates, decreased across their time in the courses.
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Research: Understanding English Teachers’ Ideological Becoming in the Work Toward Linguistic Justice
Author(s): Megan M. Weaver and Michelle Fowler-AmatoIn this article, we explore the ideological becoming (Bakhtin, 1981) of secondary and college English teachers as they participated in professional learning communities and later codesigned pedagogical innovations that aimed to further develop teachers’ and students’ critical language awareness. Drawing on qualitative data from two design-based research studies, our cases demonstrate the impact of hegemonic and counter-hegemonic authoritative discourses as well as diverse internally persuasive discourses on the participating teachers’ ideological becoming. Our cases also illustrate the complicated and contradictory nature of developing critically conscious internally persuasive discourses. The findings suggest the importance of sustained professional learning across a teaching life if we are truly committed to working toward linguistic justice in schools and communities.
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(Re)Active Praxis: Theory and Practice in Action as Teacher and Teacher Educator
Author(s): Benjamin N. LathropA year before leaving his high school English classroom to start a PhD program in English education, the author conducted an action research project on student camera use in online synchronous classes. In this essay, the author reflects on that project from his new vantage point as a first-year graduate student and teacher educator in training, sharing insights into and implications for the power of a theory for making and remaking meaning.
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Volumes & issues
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Volume 56 (2023 - 2024)
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Volume 55 (2022 - 2023)
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Volume 54 (2021 - 2022)
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Volume 53 (2020 - 2021)
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Volume 52 (2019 - 2020)
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Volume 51 (2018 - 2019)
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Volume 50 (2017 - 2018)
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Volume 49 (2016 - 2017)
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Volume 48 (2015 - 2016)
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Volume 47 (2014 - 2015)
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Volume 46 (2013 - 2014)
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Volume 45 (2012 - 2013)
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Volume 44 (2011 - 2012)
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Volume 43 (2010 - 2011)
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Volume 42 (2009 - 2010)
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Volume 41 (2008 - 2009)
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Volume 40 (2007 - 2008)
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Volume 39 (2006 - 2007)
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Volume 38 (2005 - 2006)
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Volume 37 (2004 - 2005)
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Volume 36 (2003 - 2004)
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Volume 35 (2002 - 2003)
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Volume 34 (2001 - 2002)
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Volume 33 (2000 - 2001)
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Volume 32 (1999 - 2000)
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Volume 31 (1998 - 1999)
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Volume 30 (1998)
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Volume 29 (1997)
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Volume 28 (1996)
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Volume 27 (1995)
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Volume 26 (1994)
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Volume 25 (1993)
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Volume 24 (1992)
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Volume 23 (1991)
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Volume 22 (1990)
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Volume 21 (1989)
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Volume 20 (1988)
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Volume 19 (1987)
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Volume 18 (1986)
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Volume 17 (1985)
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Volume 16 (1984)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1981)
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Volume 12 (1980)
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Volume 11 (1979 - 1980)
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Volume 10 (1978 - 1979)
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Volume 9 (1977 - 1978)
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Volume 8 (1976 - 1977)
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Volume 7 (1975 - 1976)
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Volume 6 (1974 - 1975)
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Volume 5 (1973 - 1974)
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Volume 4 (1972 - 1973)
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Volume 3 (1971 - 1972)
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Volume 2 (1970 - 1971)
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Volume 1 (1969 - 1970)