Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises

Autor/in	Spanke, Jeff
Titel	Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises
Quelle	In: English Education, 53 (2021) 2, S.123-144 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Teacher Attitudes; English Teachers; Language Arts; English Instruction; Secondary School Teachers; Social Justice; Teaching Methods; Citizenship; Curriculum; COVID-19; Pandemics; Teacher Educators; Beginning Teachers; Citizenship Education; Teacher Education Programs; Teaching Skills; Political Attitudes; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sprachkultur; English langauage lessons; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Staatsbürgerschaft; Curricula; Lehrplan; Rahmenplan; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Political attitude; Politische Einstellung; Pädagogische Kompetenz
Abstract	This study examines five novice teachers' perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01