Making Meaning with Readers and Texts
Beginning Teachers' Meaning-Making from Classroom Events
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- Description
- Contents
- About
Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts materializes new insights for advancing teacher education research, broadening understandings of teachers’ use of literacy practices for making meaning from classroom events.
Exploring new possibilities for framing and reframing learning to teach, Edge advances teacher education research through longitudinal inquiry into beginning teachers’ meaning making from classroom events. Novel applications of theory combined with field-based research advances the development of conceptual and practical frameworks for teaching and teacher education. Documenting meaning-making as prospective teachers transition into teaching, extending seminal theories from language arts, reading, and literacy to teacher education, Making Meaning with Readers and Texts advances a new theory for how teachers can fully utilize literacy skills in and for their teaching practices.
Reconsidering well-documented problems in preparing teachers and reimagining teaching as reading and composing—curriculum, identity, relationships – Making Meaning with Readers and Texts is crucial reading for teacher educators, English educators, and literacy scholars.
Part I. Envisioning Teachers as Readers, Writers, and Meaning-Makers
- Chapter 1. Imagining Teachers as Readers
- Chapter 2. Exploring Teachers as Readers and Writers of Classroom texts: Classroom Literacy as A Framework for Adaptive Expertise
- Chapter 3. Meaning and Experience in Classroom Literacy
- Part II. Making Meaning from Classroom Events
- Chapter 4. Why Narrative Inquiry?
- Chapter 5. Poem as Event: Making Meaning With Christi
- Chapter 6. Learning from Experience: Methods for Attending to Classroom Events over time
- Part III. Making Meaning with Beginning Teachers
- Chapter 7. Living and Telling Stories of Beginning Teaching: Meaning-Making through/From Experiences
- Chapter 8. Efferent and Aesthetic: Stances for Reading Teaching
- Chapter 9. Reading Students and Recomposing Curriculum
- Chapter 10. Cafeteria Conversations: CoConstructing Meaning
- Chapter 11. Reading and Composing Classroom Texts: Teaching as Inquiry and Problem Solving
- Chapter 12. Learning through Experience: Reading and Composing Confidence
- Part IV. (Re)Considering Readers, Texts, and Poems in Classroom Events
- Chapter 13. Toward a Theory of Transactional Teaching and Learning
Christi U. Edge is a Professor of Education and Scholar for Extended Learning and Community Engagement at Northern Michigan University, U.S.A. Prior to academe, Christi was an award-winning high school English language arts and reading teacher and writing project fellow. Her research addresses meaning making from teaching and learning events, multimodal literacy, narrative inquiry, and self-study of practice.