ERIC Number: ED445350
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Theory, Identity, and Practice: A Study of Two High School English Teachers' Literature Instruction. Report Series.
This report focuses on two experienced high school English teachers and the factors that shaped their literature instruction, especially graduate work emphasizing theories and approaches described as "the new literacy" (Willinsky, 1990). Although other studies have focused on the impact of undergraduate and masters program on preservice or early career English teachers, little is known about programmatic impact of advanced graduate study on the practice of experienced English teachers. Of particular interest were the questions and tensions these teachers struggled with after graduating from progressive programs in English Education and returning to high school classrooms. Analysis of these tensions revealed critical intersections between the personal and public dimensions of their classroom practices. Their purposes for teaching literature and their practices were suffused with ethical, historical, and theoretical considerations for the power of literature and teaching to change lives. Even the physical arrangements of their classrooms and the ways in which they interacted with their students spoke of deeply personal convictions about the act of learning as well as theoretical positions. This paper examines the relationships among theory, identity, and practice as it was represented in the voices and pedagogy of two experienced English teachers in two very different schools and regions of the country. Findings suggest that disciplinary knowledge and teaching practices are socially constructed in interactions among colleagues, students, and the settings in which they teach. Contains 56 references. Appendixes contain interview questions and a literature selection protocol. (NKA)
Descriptors: Case Studies, Classroom Research, English Teachers, Graduate Study, High Schools, Literature Appreciation, Secondary School Teachers, Teacher Behavior, Teacher Student Relationship, Theory Practice Relationship
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Full text available at http://cela.albany.edu/Agee2/index.html.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.