“I’m Not Reading That”: Understanding the Role Professional Reading in Teacher Education
Abstract
This inquiry focuses on the role of professional reading and study in the identity development and growing expertise of pre-service English teachers. I am interested in how pre-service English teachers do (not) become increasingly engaged as consumers of professional writings on English education. I ask: What place does professional reading and study have in the development of teacher identity and expertise? How relevant do pre-service teachers perceive professional reading and study for their future practice? I aim to articulate a notion of professional reading and study as practical experience, while also trying to understand possible student resistance to such experience.
Presentation Description
This inquiry focuses on the role of professional reading and study in the identity development and growing expertise of pre-service English teachers. How do pre-service English teachers become increasingly (dis)engaged as consumers of professional writings on English education?
Keywords
Pre-service teachers, Identity, Theory-practice, Pedagogical knowledge, Expertise, Reading, Market-driven education, Education reform
Location
Forsyth
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Sams, Brandon L., "“I’m Not Reading That”: Understanding the Role Professional Reading in Teacher Education" (2016). Curriculum Studies Summer Collaborative. 27.
https://digitalcommons.georgiasouthern.edu/cssc/2016/2016/27
“I’m Not Reading That”: Understanding the Role Professional Reading in Teacher Education
Forsyth
This inquiry focuses on the role of professional reading and study in the identity development and growing expertise of pre-service English teachers. I am interested in how pre-service English teachers do (not) become increasingly engaged as consumers of professional writings on English education. I ask: What place does professional reading and study have in the development of teacher identity and expertise? How relevant do pre-service teachers perceive professional reading and study for their future practice? I aim to articulate a notion of professional reading and study as practical experience, while also trying to understand possible student resistance to such experience.
