Heidi L. Hallman is Associate Professor of English education at the University of Kansas. Her interests include “at risk” students’ literacy learning as well as the preparation of prospective English teachers. Her research has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education and Journal of Adolescent & Adult Literacy. She is author of Millennial Teachers: Learning to Teach in Uncertain Times (Routledge, 2017) and co-author of Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015).

English, education, and curriculum and instruction scholars from the US present 11 essays that detail innovations in the field of English language arts teacher education. They describe the changing landscape of the field, including important shifts, the context of methods courses focusing on the teaching of English, and the political landscape of teacher education; preparing prospective teachers, including teaching literature through an identity-focused framework, how to address dominant discourses of adolescence, teaching English for economic justice, and writing in global teacher education programs; and the role of social justice in English language arts teacher education.

• Foreword - Todd DeStigter, University of Illinois-ChicagoEditor’s Introduction to Innovations in English Language Arts Teacher Education - Heidi L. Hallman, University of KansasPART I: TOWARD A BROADER VISION OF ENGLISH TEACHER EDUCATIONSection Introduction to Part I - Heidi L. Hallman1. Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-service Teachers in the 21st Century - Cori McKenzie, Michael Macaluso, Kati Macaluso2. Preparing English Teachers for Today’s Context: Researching Effective Practice through the Methods Course - Donna Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, Leslie Rush3. Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong - Shelbie Witte, Christian Z. GoeringPART II: LENSES FOR PREPARING PRE-SERVICE TEACHERS TO TEACH ENGLISH LANGUAGE ARTSSection Introduction to Part II - Heidi L. Hallman4. Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-service Teacher Education - Amanda Haertling Thein, Richard Beach, Anthony Johnston5. Re-positioning Youth in English Teacher Education - Robert Petrone, Sophia Tatiana Sarigianides6. Beyond the Knowledge Economy: Teaching English for Economic Justice - Ross Collin7. From Research to Practice: Writing, Technology, and English Teacher Education - Jen Scott Curwood, Jayne C. Lammers, Alecia Marie MagnificoPART III: SOCIAL JUSTICE PARTNERSHIP ORIENTED ENGLISH LANGUAGE ARTS TEACHER PREPARATIONSection Introduction to Part III - Heidi L. Hallman8. The Critical Centrality of Social Justice in English Teacher Education - Deborah Bieler, Leslie David Burns9. Addressing LGBT-themed Texts and Heteronormativity in English Education - Melissa Schieble, Jody Polleck10. Clinically Rich English Teacher Preparation: Models, Possibilities and Challenges - Peter Williamson, Marshall A. George11. Telling Our Stories: Navigating Social Justice Oriented Teaching on the Ground - Terri L. Rodriguez, Catherine (Kate) M. Bohn-Gettler, Madeleine (Madey) H. Israelson, Madeline (Maddy) A. O’Brien, Lauren Thoma

Heidi L. Hallman is Associate Professor of English education at the University of Kansas. Her interests include “at risk” students’ literacy learning as well as the preparation of prospective English teachers. Her research has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education and Journal of Adolescent & Adult Literacy. She is author of Millennial Teachers: Learning to Teach in Uncertain Times (Routledge, 2017) and co-author of Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015).

English, education, and curriculum and instruction scholars from the US present 11 essays that detail innovations in the field of English language arts teacher education. They describe the changing landscape of the field, including important shifts, the context of methods courses focusing on the teaching of English, and the political landscape of teacher education; preparing prospective teachers, including teaching literature through an identity-focused framework, how to address dominant discourses of adolescence, teaching English for economic justice, and writing in global teacher education programs; and the role of social justice in English language arts teacher education.

• Foreword - Todd DeStigter, University of Illinois-ChicagoEditor’s Introduction to Innovations in English Language Arts Teacher Education - Heidi L. Hallman, University of KansasPART I: TOWARD A BROADER VISION OF ENGLISH TEACHER EDUCATIONSection Introduction to Part I - Heidi L. Hallman1. Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-service Teachers in the 21st Century - Cori McKenzie, Michael Macaluso, Kati Macaluso2. Preparing English Teachers for Today’s Context: Researching Effective Practice through the Methods Course - Donna Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, Leslie Rush3. Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong - Shelbie Witte, Christian Z. GoeringPART II: LENSES FOR PREPARING PRE-SERVICE TEACHERS TO TEACH ENGLISH LANGUAGE ARTSSection Introduction to Part II - Heidi L. Hallman4. Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-service Teacher Education - Amanda Haertling Thein, Richard Beach, Anthony Johnston5. Re-positioning Youth in English Teacher Education - Robert Petrone, Sophia Tatiana Sarigianides6. Beyond the Knowledge Economy: Teaching English for Economic Justice - Ross Collin7. From Research to Practice: Writing, Technology, and English Teacher Education - Jen Scott Curwood, Jayne C. Lammers, Alecia Marie MagnificoPART III: SOCIAL JUSTICE PARTNERSHIP ORIENTED ENGLISH LANGUAGE ARTS TEACHER PREPARATIONSection Introduction to Part III - Heidi L. Hallman8. The Critical Centrality of Social Justice in English Teacher Education - Deborah Bieler, Leslie David Burns9. Addressing LGBT-themed Texts and Heteronormativity in English Education - Melissa Schieble, Jody Polleck10. Clinically Rich English Teacher Preparation: Models, Possibilities and Challenges - Peter Williamson, Marshall A. George11. Telling Our Stories: Navigating Social Justice Oriented Teaching on the Ground - Terri L. Rodriguez, Catherine (Kate) M. Bohn-Gettler, Madeleine (Madey) H. Israelson, Madeline (Maddy) A. O’Brien, Lauren Thoma

Heidi L. Hallman is Associate Professor of English education at the University of Kansas. Her interests include “at risk” students’ literacy learning as well as the preparation of prospective English teachers. Her research has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education and Journal of Adolescent & Adult Literacy. She is author of Millennial Teachers: Learning to Teach in Uncertain Times (Routledge, 2017) and co-author of Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015).

English, education, and curriculum and instruction scholars from the US present 11 essays that detail innovations in the field of English language arts teacher education. They describe the changing landscape of the field, including important shifts, the context of methods courses focusing on the teaching of English, and the political landscape of teacher education; preparing prospective teachers, including teaching literature through an identity-focused framework, how to address dominant discourses of adolescence, teaching English for economic justice, and writing in global teacher education programs; and the role of social justice in English language arts teacher education.

• Foreword - Todd DeStigter, University of Illinois-ChicagoEditor’s Introduction to Innovations in English Language Arts Teacher Education - Heidi L. Hallman, University of KansasPART I: TOWARD A BROADER VISION OF ENGLISH TEACHER EDUCATIONSection Introduction to Part I - Heidi L. Hallman1. Finding Footholds in a Construction Zone: Navigating the Discourses of English Language Arts with Pre-service Teachers in the 21st Century - Cori McKenzie, Michael Macaluso, Kati Macaluso2. Preparing English Teachers for Today’s Context: Researching Effective Practice through the Methods Course - Donna Pasternak, Samantha Caughlan, Heidi L. Hallman, Laura Renzi, Leslie Rush3. Advocacy, Humanity, and Hope in the Face of an Education World Gone Wrong - Shelbie Witte, Christian Z. GoeringPART II: LENSES FOR PREPARING PRE-SERVICE TEACHERS TO TEACH ENGLISH LANGUAGE ARTSSection Introduction to Part II - Heidi L. Hallman4. Rethinking Identity and Adolescence in the Teaching of Literature: Implications for Pre-service Teacher Education - Amanda Haertling Thein, Richard Beach, Anthony Johnston5. Re-positioning Youth in English Teacher Education - Robert Petrone, Sophia Tatiana Sarigianides6. Beyond the Knowledge Economy: Teaching English for Economic Justice - Ross Collin7. From Research to Practice: Writing, Technology, and English Teacher Education - Jen Scott Curwood, Jayne C. Lammers, Alecia Marie MagnificoPART III: SOCIAL JUSTICE PARTNERSHIP ORIENTED ENGLISH LANGUAGE ARTS TEACHER PREPARATIONSection Introduction to Part III - Heidi L. Hallman8. The Critical Centrality of Social Justice in English Teacher Education - Deborah Bieler, Leslie David Burns9. Addressing LGBT-themed Texts and Heteronormativity in English Education - Melissa Schieble, Jody Polleck10. Clinically Rich English Teacher Preparation: Models, Possibilities and Challenges - Peter Williamson, Marshall A. George11. Telling Our Stories: Navigating Social Justice Oriented Teaching on the Ground - Terri L. Rodriguez, Catherine (Kate) M. Bohn-Gettler, Madeleine (Madey) H. Israelson, Madeline (Maddy) A. O’Brien, Lauren Thoma