"I Felt Goosebumps": Emotional Experiences of Preservice English Teachers and the Critical Use of Placement-Based Narratives

• In Event: Preservice Teachers' Emotions

Abstract

This paper suggests a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan reflections, and introducing critical narratives as course texts to better understand pre-service teacher experiences. Through this reimagined English Methods curriculum, we establish increased cohesion between practice and theory; facilitate the development of teacher reflective practice; and establish methods for apprehending the emotional experience of pre-service educators for lasting import on their success in the field.

Authors

• Emma T. Abruzzo, University of Pittsburgh

• Katrina Bartow Jacobs, University of Pittsburgh