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How English Language Arts Teachers Are Prepared for Twenty-First-Century Classrooms: Results of a National Study
Caughlan, Samantha Pasternak, Donna L. Hallman, Heidi L. Renzi, Laura Rush, Leslie S. Frisby, Michael
Caughlan, Samantha
Pasternak, Donna L.
Hallman, Heidi L.
Renzi, Laura
Rush, Leslie S.
Frisby, Michael
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Abstract
A national study of English teacher preparation in U.S. colleges and universities revealed
that faculty address changes in content and context salient to English education, particu-
larly curricular, demographic, political, and technological changes, through initiatives
at both the program and methods course levels. Programs require many hours of field
placements and high numbers of credit hours in the subject area and in subject-specific
methods, and also distribute the responsibility for addressing institutional and pedagogi-
cal change across courses. Methods courses raise awareness of focal issues and allow
opportunities for preservice teachers to discuss these issues. However, opportunities are
scarcer for applying knowledge by putting it into practice. This article discusses tensions
in English education as they relate to conceptual coherence at the program and course
levels, as well as tensions between what we call awareness versus application.
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2017-04
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National Council of Teachers of English
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Caughlan, S., et al. “How English Language Arts Teachers Are Prepared for Twenty-First-Century Classrooms: Results of a National Study” English Education, vol. 49, no. 3, 2017, pp. 265–297.