Teacher Education and Professional Development

Today’s students are expected to attain higher levels of literacy than ever before. Achieving this requires a teaching force that is knowledgeable about the most effective approaches to teaching and learning. Many of today’s teachers first learned to teach twenty, or even thirty years ago, or more.  Since then much has been learned about effective instructional approaches. Other research has helped us understand how in-service and pre-service teachers gain and apply new knowledge.  This includes two CELA studies that examined the impact of teacher education, both pre-service and in-service, on how different teacher education program models and settings influence teachers’ ideas about teaching, learning, and culture — as well as how they enact those ideas in the classroom.

• Settings that enable developing teachers to fully grasp and use new knowledge and approaches to teaching and learning.  ( Pamela Grossman, Peter Smagorinsky, Sheila Valencia)

  
  -  Curriculum Materials: Scaffolds for New Teacher Learning? (Report, 2004)
  -  Praxis Shock: Making the Transition from a Student-Centered University Program to the Corporate Climate of Schools (Article Abstract, 2004)
  -  Tensions in Learning to Teach: Accommodation and the Development of a Teaching Identity. (Article Abstract, 2004)
  -  The Twisting Path of Concept Development in Learning to Teach (Report, 2003)
  -  Focusing on the Concerns of New Teachers: The District as Teacher, Chapter in School Districts and Instructional Renewal (Teachers College Press, 2002)
  -  Problems in Developing A Constructivist Approach to Teaching: One Teacher's Transition from Teacher Preparation to Teaching (Article Abstract, 2002)
  -  Acquiescence, Accommodation, and Resistance in Learning to Teach within a Prescribed Curriculum  (Article Abstract, 2002)
  -  What Makes Teacher Community Different from a Gathering of Teachers? (Report, 2001)
  -  Transitions into Teaching: Learning to Teach Writing in Teacher Education and Beyond (Report, 2000)
  -  Appropriating Conceptual and Pedagogical Tools for Teaching English: A Conceptual Framework for Studying Professional Development (Report, 1999)
  -  Time to Teach (Article, 1999)

• Enacting Teaching Preparation and Learning in the Classroom  (Jane Agee, Ann Egan-Robertson)
  
  -  Theory, Identity, and Practice: A Study of Two High School English Teachers' Literature Instruction (Report, 2000)
  -  The Effects of Censorship on Experienced High School English Teachers (Article, 1999)
  -  "There It Was, That One Sex Scene": The Effects of Censorship on Experienced High School English Teachers (Article Abstract, 1999)
  -  How Experienced English Teachers Assess the Effectiveness of Their Literature Instruction (Report, 1998)
  -  Learning about Culture, Language and Power: Understanding Relationships among Personhood, Literacy Practices and Intertextuality (Report, 1998)
  -  How Do Teachers Learn to Incorporate Knowledge about Community, Language, and Literacy into Their Curriculum? (Article, p. 6 English Update Newsletter, Winter 1998)

June 6, 2007