Heidi L. Hallman, Ph.D., is Professor of English Education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts.Kristen Pastore-Capuana, Ph.D., is Assistant Professor of English Education in the English Department at Buffalo State College. She is the Assistant Director of the Western New York Network of English Teachers (WNYNET). Donna L. Pasternak, Ph.D., is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. She directs the University of Wisconsin-Milwaukee Writing Project.

At a time when we need to actively recruit, fully prepare, and then continue to support novice English teachers, Hallman, Pastore-Capuana, and Pasternak have assembled an urgent and essential volume. The contributors present critical perspectives and rich dialogue around topics such as culturally sustaining pedagogies, technology integration, and handling the day-to-day stresses of classroom life. As an occasion for rethinking their methods courses—as well as the design of student teaching experiences—English educators can use this book to examine the social, emotional, and intellectual demands placed on our teacher candidates, and how we can respond to those challenges with empathy, tenacity, and hope.

• AcknowledgementsEditors’ IntroductionHeidi L. Hallman, Kristen Pastore-Capuana, and Donna L. PasternakSection I: English Language Arts Teachers’ Professional Roles and IdentitiesChapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English EducationAmber Warrington and Michelle Fowler-AmatoA Response to Chapter 1Melinda J. McBee OrzulakChapter 2: ‘It’s Just Not What I Thought It Would Be:’ Novice Teachers Navigating Tensions in IdentityKatharine CovinoA Response to Chapter 2Amber Warrington and Michelle Fowler-AmatoChapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA ClassroomMelanie ShoffnerA Response to Chapter 3Brandon Sams and Mike CookSection II: External Pressures on Teachers’ ProfessionalizationChapter 4: Writing Problems and Promises in Standardized Teacher Performance AssessmentSarah Hochstetler and Melinda J. McBee OrzulakA Response to Chapter 4Connor K. WarnerChapter 5: Changing English: Technology and its Impact on the Teaching of English EducationDonna L. PasternakA Response to Chapter 5Julie BellChapter 6: ‘We Need to Go Next Door and Talk about Our Lessons’: One State’s Context and Collaboration around Standards-Based ReformLara Searcy and Christian Z. GoeringA Response to Chapter 6Jessica GalloChapter 7: Making Video Recording and Reflection Meaningful for English Teacher CandidatesJulie BellA Response to Chapter 7Christian Z. Goering and Seth D. FrenchSection III: Beyond English Language Arts: Challenges to our ProfessionChapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods CoursesJeff Spanke and Chea PartonA Response to Chapter 8Melanie ShoffnerChapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods CourseBrandon Sams and Mike CookA Response to Chapter 9Jeremy GlazerChapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher PreparationJeremy GlazerA Response to Chapter 10Jeff SpankeAbout the EditorsAbout the ContributorsIndex

Heidi L. Hallman, Ph.D., is Professor of English Education in the Department of Curriculum and Teaching at the University of Kansas. Her research focuses on how prospective teachers are prepared to teach in diverse school contexts.Kristen Pastore-Capuana, Ph.D., is Assistant Professor of English Education in the English Department at Buffalo State College. She is the Assistant Director of the Western New York Network of English Teachers (WNYNET). Donna L. Pasternak, Ph.D., is Professor of English Education in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. She directs the University of Wisconsin-Milwaukee Writing Project.

At a time when we need to actively recruit, fully prepare, and then continue to support novice English teachers, Hallman, Pastore-Capuana, and Pasternak have assembled an urgent and essential volume. The contributors present critical perspectives and rich dialogue around topics such as culturally sustaining pedagogies, technology integration, and handling the day-to-day stresses of classroom life. As an occasion for rethinking their methods courses—as well as the design of student teaching experiences—English educators can use this book to examine the social, emotional, and intellectual demands placed on our teacher candidates, and how we can respond to those challenges with empathy, tenacity, and hope.

• AcknowledgementsEditors’ IntroductionHeidi L. Hallman, Kristen Pastore-Capuana, and Donna L. PasternakSection I: English Language Arts Teachers’ Professional Roles and IdentitiesChapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English EducationAmber Warrington and Michelle Fowler-AmatoA Response to Chapter 1Melinda J. McBee OrzulakChapter 2: ‘It’s Just Not What I Thought It Would Be:’ Novice Teachers Navigating Tensions in IdentityKatharine CovinoA Response to Chapter 2Amber Warrington and Michelle Fowler-AmatoChapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA ClassroomMelanie ShoffnerA Response to Chapter 3Brandon Sams and Mike CookSection II: External Pressures on Teachers’ ProfessionalizationChapter 4: Writing Problems and Promises in Standardized Teacher Performance AssessmentSarah Hochstetler and Melinda J. McBee OrzulakA Response to Chapter 4Connor K. WarnerChapter 5: Changing English: Technology and its Impact on the Teaching of English EducationDonna L. PasternakA Response to Chapter 5Julie BellChapter 6: ‘We Need to Go Next Door and Talk about Our Lessons’: One State’s Context and Collaboration around Standards-Based ReformLara Searcy and Christian Z. GoeringA Response to Chapter 6Jessica GalloChapter 7: Making Video Recording and Reflection Meaningful for English Teacher CandidatesJulie BellA Response to Chapter 7Christian Z. Goering and Seth D. FrenchSection III: Beyond English Language Arts: Challenges to our ProfessionChapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods CoursesJeff Spanke and Chea PartonA Response to Chapter 8Melanie ShoffnerChapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods CourseBrandon Sams and Mike CookA Response to Chapter 9Jeremy GlazerChapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher PreparationJeremy GlazerA Response to Chapter 10Jeff SpankeAbout the EditorsAbout the ContributorsIndex