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Learning to Teach English Language A...

Buescher, Eileen M.

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Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective./
Author:	Buescher, Eileen M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	295 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10659865
ISBN:	9780355269321

Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective.
Buescher, Eileen M.

Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 295 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2017.

This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and ethnographic (Heath & Street, 2008) perspectives in one Middle Childhood Education (MCE) teacher education program and then considered how such a perspective shapes PSTs' instructional approaches during student teaching. Specifically, this study examines how interactions during "mentoring sessions" between one university supervisor (me) and the PSTs foster a cultural perspective within the PSTs' conceptual and practical development (Grossman, Smagorinsky, & Valencia, 1999). It also follows the PSTs into their student teaching to consider how PSTs appropriated a cultural perspective during interactions with me as their university supervisor and with their peers into their pedagogical decisions in the classroom.

ISBN: 9780355269321Subjects--Topical Terms:

2122756
Reading instruction.

Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: George Newell.
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520 $a This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and ethnographic (Heath & Street, 2008) perspectives in one Middle Childhood Education (MCE) teacher education program and then considered how such a perspective shapes PSTs' instructional approaches during student teaching. Specifically, this study examines how interactions during "mentoring sessions" between one university supervisor (me) and the PSTs foster a cultural perspective within the PSTs' conceptual and practical development (Grossman, Smagorinsky, & Valencia, 1999). It also follows the PSTs into their student teaching to consider how PSTs appropriated a cultural perspective during interactions with me as their university supervisor and with their peers into their pedagogical decisions in the classroom.
520 $a It is important for the field of teacher education to understand what and how ideas about teaching ELA in diverse classrooms are taught in pre-service teacher education and how they are taken up by PSTs. Although previous studies have examined some of these conflicting messages that PST must consider, there is a need to study how these conflicts get taken up interactionally (Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005) to better understand the moments in which teacher educators can learn how to support PSTs in becoming reflective teachers with a deep commitment to all of their students. By focusing in on how learning is constructed during specific interactions and then zooming out to consider the larger settings and people that are reflected in and constructions of these interactions, this study provides significant theoretical and pedagogical implications for the field of English teacher education.
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