Within the field of writing teacher education, scholars and practitioners agree that effective writing instructors (at both the P--12 and postsecondary levels) are not simply cognizant of composition pedagogies, rhetorical theories, and their students' unique learning needs. Effective writing instructors also regularly…

This article explores one element of collaborative practice: the integration of English language learner-focused instruction and discussion in a secondary English methods course. Drawing on the authors' expertise, they examine revisions made to a secondary English methods course to better address the academic and individual needs of diverse…

Christoph and Nystrand (2001) argue that teachers need to take pedagogical risks in order to realize a transformation from teaching monologically, where it is ultimately only the teacher's voice that matters, to teaching dialogically, where multiple voices collide to foster learning. The pedagogical risks of teaching dialogically include…

College English departments and methods courses share responsibility for the conventional nature of supposedly innovative high school English elective programs. (JH)

Unfortunately, most college students learning to be teachers learn methods from their English professors, and this can be changed only by extensive experiences in group-centered classrooms. (JH)

College and inservice courses can prepare teachers to accept and value other cultures, but they can do little to make individuals multicultural in fact. (JH)

Urges English teachers to adopt an approach to career education based on individual actualization; suggests several activities to accomplish this. (DD)

Discusses the advantages of West Germany's "studienseminar" system of English teacher training. (DD)

Argues that a teacher must develop activities for the classroom with the uniqueness of a particular group of students in mind and that a set of activities that works in one setting should not become a static curriculum, uncritically adopted as a formula. (SRT)

Discusses what objectives should be pursued in the teaching of English and the need for strong theory to underlie teaching practices. (SRT)

Discusses how two teachers of freshman composition attended each others' classes as observers for a semester. Relates the discoveries they made about their teaching styles and distribution of authority in the classroom between teacher and students. (SRT)