Using a mixed methods approach, the researcher examined the phenomenon of subject-matter preparation within the curricular framework of secondary English teacher programs by examining program structure, literature coursework, and teacher candidate reflections. In this inquiry, the researcher used a two-part lens to observe both macro and micro-level phenomena: first, by gaining a national perspective in regard to program structure in the area of literature preparation and course learning expectations, and second, by taking a closer, microscopic look at teacher candidates currently engaged in teaching literature during their final internships. From a social and political context, this research focuses on the issue of teacher preparation in regard to quality. From an educational perspective, it examines how we can better prepare teacher candidates to enter the teaching field. And from a researcher's viewpoint, it speaks to the major question of what the situation looks like within subject-matter preparation currently, and what types of programs encourage or inhibit the development of subject-matter expertise among secondary teacher candidates. Within a qualitative paradigm, the findings present a picture of what a typical pathway toward preparation might look like for a secondary teacher candidate at a large, doctoral-granting institution with a flexible literature curriculum. This study uses a grounded theory approach to explore what type of curricular context might aid or inhibit the development of subject-matter expertise within disciplinary preparation. It concludes with a discussion of implications and recommendations for teacher educators, professors of literature, and policymakers. / A Dissertation submitted to the Department of Middle and Secondary Education in
partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Summer 2008. / Date of Defense: June 20, 2008. / Subject-Matter Expertise, Teacher Preparation, Teacher Education, Disciplinary, Literature, Secondary English, Grounded Theory, Mixed Methods, Curriculum, Teacher Quality, Secondary English / Includes bibliographical references. / Sharilyn Steadman, Professor Directing Dissertation; Robert A. Schwartz, Outside Committee Member; Pamela Sissi Carroll, Committee Member; Kathleen Yancey, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_168102 |
| Contributors | De Luise, Rachel Bailey (authoraut), Steadman, Sharilyn (professor directing dissertation), Schwartz, Robert A. (outside committee member), Carroll, Pamela Sissi (committee member), Yancey, Kathleen (committee member), Department of Middle and Secondary Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
Page generated in 0.0016 seconds