Entering the Arena: The Figured Worlds Transition of Preservice Teachers

Autor/inn/en	Saunders, Jane M.; Ash, Gwynne Ellen
Titel	Entering the Arena: The Figured Worlds Transition of Preservice Teachers
Quelle	In: Journal of Adolescent & Adult Literacy, 56 (2013) 6, S.490-499 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.170
Schlagwörter	Preservice Teachers; Middle School Teachers; Student Projects; Adolescent Literature; Literacy; Books; Clubs; Student Teaching; Lesson Plans; Mathematics Instruction; Social Studies; Language Arts; Science Instruction; Learning Activities; Student Attitudes; Texas + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Schulprojekt; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Alphabetisierung; Schreib- und Lesefähigkeit; Book; Buch; Monographie; Monografie; Club; Klub; Teaching practice; Unterrichtspraxis; Lesson planning; Unterrichtsplanung; Mathematics lessons; Mathematikunterricht; Gemeinschaftskunde; Sprachkultur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernaktivität; Schülerverhalten
Abstract	The article describes a semester-long project that draws on Suzanne Collins' "The Hunger Games" as a resource and over-arching theme for preservice teachers taking a content area literacy course. We examine how preservice teachers learn to connect written texts to content area (disciplinary) literacy and consider ways to prepare them for the myriad hidden rules of teaching in today's complex public school environments. Included are examples from our students' work, as is a detailed description of our over-arching goals for The "Hunger Games" Achievements project. (Contains 5 figures and 3 resources.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10