Individual Presentation or Panel Title

“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)

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Jun 10th, 2:15 PM Jun 10th, 3:30 PM

“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.