Bloomsbury Education and Childhood Studies
Loading
Secondary English Teacher Education in the United States

Secondary English Teacher Education in the United States

by Donna L. Pasternak

Donna L. Pasternak is Professor of English Education, Department of Curriculum and Instruction, University of Wisconsin-Milwaukee, USA. Author affiliation details are correct at time of print publication.

Search for publications
, Samantha Caughlan

Samantha Caughlan is an independent scholar in teacher education. Author affiliation details are correct at time of print publication.

Search for publications
, Heidi L. Hallman

Heidi L. Hallman is Associate Professor, Department of Curriculum and Teaching, University of Kansas, USA. Author affiliation details are correct at time of print publication.

Search for publications
, Laura Renzi

Laura Renzi is Associate Professor of English and coordinator of the English BSED program at West Chester University of Pennsylvania, USA. Author affiliation details are correct at time of print publication.

Search for publications
and Leslie S. Rush

Leslie S. Rush is Professor and Associate Dean in the College of Education, University of Wyoming, USA. Author affiliation details are correct at time of print publication.

Search for publications
Bloomsbury Academic, 2017
  • DOI:
    10.5040/9781350032040
  • ISBN:
    978-1-3500-3201-9 (hardback)

    978-1-3500-3202-6 (epdf)

    978-1-3500-3203-3 (epub)

    978-1-3500-3204-0 (online)
  • Edition:
    First edition
  • Place of Publication:
    London
  • Published Online:
    2019
Secondary English Teacher Education in the United States
Collapse All Sections

Identifying key areas of teacher education that cross countries and disciplines, this book provides the first extensive research-based insight into how secondary English teachers are prepared at institutions of higher education in the United States of America (US) since the last major study in 1995. In the two decades since then, English teacher education programs have developed in contextually dependent ways that often have been driven by institutional, economic, social, and political considerations

The authors provide an overview of their nationwide study of English teacher educators, which was conducted over a four-year period. They analyze the context under which teacher educators currently prepare pre-service English teachers in the US and support teacher educators in other countries to make comparisons to their own unique historical and cultural settings

The authors also offer a comprehensive evaluation of the content, practices, and skills being taught to future teachers of English in university-based teacher preparation programs in the US. The book draws on evidence from a nationwide questionnaire, case studies of teacher educators in their respective programs, course syllabi, and focus group interviews to focus on areas of instruction that resonate with teacher educators in countries where English is the dominant language of communication. These areas include:

- field experiences

- standards and assessment

- teaching literacy to integrate reading and writing

- working with English language learners to address cultural and linguistic diversity

- new technologies in English education