Dawan Coombs - Böcker

A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.

A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.

This volume offers a novel approach to exploring how literary response groups can be used as part of teacher education programs to help preservice teachers navigate "wobble" moments.Focusing uniquely on the potential of young adult literature (YAL), the text draws on the first-hand experiences of teacher candidates and uses a range of well-known books to demonstrate how narrative-based inquiry and analysis of fictional depictions of teaching and learning can support reflection on a range of common challenges. The volume presents how YAL literary response groups are shown to enhance participants’ ability to reflect on practice, build resilience, and develop deeper understanding of pedagogical principles by offering a shared dialogical space. These insights ultimately contribute to teacher education program improvement by enhancing teacher candidates’ understanding of pedagogy. This text will benefit researchers, doctoral students, and academics in the fields of teaching, teacher mentoring, and teacher education more specifically. Those interested in literature studies and young adult literature (YAL) more broadly will also benefit from this volume.

This volume offers a novel approach to exploring how literary response groups can be used as part of teacher education programs to help preservice teachers navigate "wobble" moments.Focusing uniquely on the potential of young adult literature (YAL), the text draws on the first-hand experiences of teacher candidates and uses a range of well-known books to demonstrate how narrative-based inquiry and analysis of fictional depictions of teaching and learning can support reflection on a range of common challenges. The volume presents how YAL literary response groups are shown to enhance participants’ ability to reflect on practice, build resilience, and develop deeper understanding of pedagogical principles by offering a shared dialogical space. These insights ultimately contribute to teacher education program improvement by enhancing teacher candidates’ understanding of pedagogy. This text will benefit researchers, doctoral students, and academics in the fields of teaching, teacher mentoring, and teacher education more specifically. Those interested in literature studies and young adult literature (YAL) more broadly will also benefit from this volume.

This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors’ detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked "wobble moments." These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.

This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors’ detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked "wobble moments." These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.

This book presents a framework for conceptualizing and enacting dialogic approaches to teaching literature and reading in your classroom. Dialogical approaches have often been used in secondary classrooms for teaching writing by incorporating students’ lives and experiences into the English Language Arts (ELA) curriculum. But what might it look like to create reading moments that bring texts to life by allowing students to use their own identities and experiences as the foundation for their interpretation? The most current research in reading, motivation, culturally responsive teaching, and even neuroscience points to the power of dialogical approaches to not only engage students in reading texts, but—when used consistently and repeatedly—help increase students’ reading growth and achievement. Dialogical approaches can be particularly helpful for struggling readers, English language learners (ELLs), and neurodivergent students. This book explores dialogical approaches to teaching reading and literature in secondary ELA classrooms with descriptions of hands-on activities, models of dialogical strategies, and real-time examples from ELA and reading classes. Each chapter includes motivating, accessible, and research-based methods and tools that help students connect content to their lives and explore a diversity of perspectives. With resources such as assignment sheets and rubrics, this is an essential book for middle and high school ELA teachers, reading coaches and interventionists, teachers working with ELLs, and pre-service teachers who are looking to better understand and utilize dialogical approaches to support their students in transforming their reader identities.