The Current State of U.S. English Teacher Preparation: Results of a Nationwide Survey

• In Event: Expanding Approaches to Teacher Education

Abstract

English language arts teacher educators across the nation were surveyed regarding what is being taught in the English studies methods classroom, how methods courses fit within larger programs in English and education, and how teacher candidates are prepared to teach in each program. Results indicated a proliferation of program types and methods courses since the last major study of the field twenty years ago. Changes in field experiences and in technology use were most salient among 21st-century topics. While changes in content are most often addressed through course readings and assignments, institutional and political changes usually prompt additional student and program assessments.

Authors

• Samantha Caughlan, Lansing, Michigan

• Heidi L. Hallman, The University of Kansas

• Laura Anne Renzi, West Chester University of Pennsylvania

• Donna Pasternak, University of Wisconsin - Milwaukee

• Leslie S. Rush, University of Wyoming

• Frank R. Lawrence