How English Teachers Get Taught: Methods of Teaching the Methods Course.
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| Title: | How English Teachers Get Taught: Methods of Teaching the Methods Course. |
|---|---|
| Language: | English |
| Authors: | Smagorinsky, Peter, Whiting, Melissa E., National Council of Teachers of English, Urbana, IL., Conference on English Education, Urbana, IL. Commission on Supervision and Curriculum Development. |
| Availability: | National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096 (Stock No. 21500-3050: $12.95 members, $16.95 nonmembers). |
| Peer Reviewed: | N |
| Page Count: | 179 |
| Publication Date: | 1995 |
| Intended Audience: | Administrators; Teachers; Practitioners |
| Document Type: | Book Guides - Non-Classroom Information Analyses |
| Descriptors: | Curriculum Research, English Instruction, English Teacher Education, Higher Education, Methods Courses, Methods Research, Methods Teachers, Secondary Education, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship, Undergraduate Students |
| ISSN: | 8141-2150 |
| ISBN: | 978-0-8141-2150-4 |
| Abstract: | This book is based on the premise that, although many professional organizations and the public are concerned about how teachers are prepared for their profession, this concern is not reflected in research about teaching methods classes. By presenting findings about the educational experiences of preservice teachers, the book aims to generate initial knowledge about methods courses, to provide English educators with alternatives for preparing their undergraduate secondary English methods courses, and to furnish the foundation for future discussions of how the methods course can be taught. Based on deep analysis of nearly 100 syllabi (syllabi were solicited from over 300 public universities of all sizes and types), the book reports that the largest number of syllabi took a survey approach to teaching methods, covering many issues and topics in a single semester. The book discusses alternatives to the survey approach, including workshop, experience-based, theoretical, and reflective approaches. The book analyzes the strengths and weaknesses of the various approaches, activities and assessments, and theories and issues represented in secondary English methods course syllabi. Three appendixes contain: (1) examples of five syllabi, (2) a list of colleges and universities contributing syllabi, and (3) a survey of teachers of methods courses. (NKA) |
| Entry Date: | 1995 |
| Accession Number: | ED379674 |
| Database: | ERIC |
| Abstract: | This book is based on the premise that, although many professional organizations and the public are concerned about how teachers are prepared for their profession, this concern is not reflected in research about teaching methods classes. By presenting findings about the educational experiences of preservice teachers, the book aims to generate initial knowledge about methods courses, to provide English educators with alternatives for preparing their undergraduate secondary English methods courses, and to furnish the foundation for future discussions of how the methods course can be taught. Based on deep analysis of nearly 100 syllabi (syllabi were solicited from over 300 public universities of all sizes and types), the book reports that the largest number of syllabi took a survey approach to teaching methods, covering many issues and topics in a single semester. The book discusses alternatives to the survey approach, including workshop, experience-based, theoretical, and reflective approaches. The book analyzes the strengths and weaknesses of the various approaches, activities and assessments, and theories and issues represented in secondary English methods course syllabi. Three appendixes contain: (1) examples of five syllabi, (2) a list of colleges and universities contributing syllabi, and (3) a survey of teachers of methods courses. (NKA) |
|---|---|
| ISBN: | 978-0-8141-2150-4 |
| ISSN: | 8141-2150 |
