Acknowledging changes in educational theory, research, and practice that inevitably determine the emphases in preservice teacher education programs, these updated guidelines give teacher preparation policymakers, state and local education leaders, and the public an overview of the knowledge, skills, and attitudes a teacher education graduate needs to begin a career in the classroom. Following an introductory chapter that relates the 1986 guidelines to current aims of language arts instruction, the document is divided into two sections. The first part identifies and defines the knowledge, pedagogical abilities, and attitudes that teachers of English language arts must acquire and develop through their preservice programs knowledge required includes language development; composing and analyzing language; reading and literature; nonprint media; instructional media; evaluation; and research. Pedagogical skills include instructional planning, strategies, and assessment; instruction in oral and written language, reading, literature, and nonprint media, and in language for learning; and instructional uses of emerging technologies; attitudes include concern for students; adaptability; and professional perspective. The second section discusses the kind of campus-based and field-based learning experiences prospective teachers should have during their preservice education and outlines the nature of a preparatory program that incorporates the contents of the first part in the educational experiences of prospective English language arts teachers. (HOD)
Over the last decade, I have grappled with this responsibility in my teaching of methods courses for undergraduate students who have entered secondary teacher education with the goal of becoming English language arts (ELA) teachers.
The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and ...
Currently , the predominant way that NCTE influences the competency of English teachers is through the guidelines for teacher education programs such as the 1986 Guidelines for the Preparation of Teachers of English Language Arts . As ...
Questions of English sets out to map the development of English as a subject and how it has come to encompass the diversity of ideas that currently characterise it.
Although the Eight Year Study did not eliminate the use of the Carnegie Unit for secondary education in the United States (which was never its originally stated intent), the participating schools displayed a variety of conceptions and ...
Retrieved from http://www2.ncte.org/statement/roleofmethodsinee/ National Council of Teachers of English (NCTE). (2006). Guidelines for the preparation of teachers of English language arts.
... 161 Smith , Adam 54 Smith , Kathy 123 , 133-4 , 189 , 192 , 229 Smith , Nowell 216 Smith , Philip 78 , 204 Smith , Sharwood 83-4 Snow , C. P. 93 , 103 , 160 social constructivism 30 social nature of language 25 ' social technologies ...
Resources in Education
bringing about whatever changes have occurred in preparing teachers of the English language arts in the past dozen years ... forces to formulate a definitive set of guidelines for the preparation and certification of English teachers .
Reviews national and state education standards and how the GED 2001 test series was designed to reflect standards-driven changes in high school curricula.