Provides an absorbing analysis of the composing process as the author reflects on the act of writing in which he is himself engaged. (HOD)

Describes a student teacher's experiences in a developmental writing course as part of an apprenticeship program at New York's Ithaca College. Discusses the value of training received as a writing tutor and the differences between tutoring and classroom teaching. Reviews two lessons taught independently by the student teacher. (AJL)

Explores the use of the story-line method, in which teachers evaluate and clarify their own experiences and events in practice, through three studies involving 80 secondary school teachers. Findings show how the story-line method challenges teachers to select relevant experiences and events. (SLD)

Presents the story of a teacher educator who observed her daughter, a young elementary teacher, grappling with the ongoing demands of today's classroom, recounting an experience she had while visiting her daughter's classroom that caused her to reflect on her own work as a teacher educator. (SM)

In this article, the author relates some of the memorable points in his career as a teacher. He also recounts the specific events that led him to choose the teaching path. Now that he is in the verge of retirement, he shares some of the valuable lessons he had learned in his teaching career for other teachers.

Rehabilitating the troubled boys who attend the Penikese Island School in Massachusetts is no easy task. One teacher remembers his time there as the most rewarding of his career. In this article, the author recounts his experiences as a shift leader at the Penikese Island School, a school for juvenile delinquents on a small island off the coast of…

A qualitative study probing the connection between a high school English teacher's lived experience and beliefs about teaching students identified as having a disability using interview story method was undertaken. Struggles with family quickly emerged as a dominant storyline in the participant's discussion of her beliefs about teaching such…

The author of this article shares her teaching experience in Macau, China, that shapes the curricular emphasis in Canadian schools. The International School of Macao (T.I.S.) is a privately owned school offering a Canadian curriculum. Much of her very positive experience as an "expat" teacher is a result of the "pioneering"…

Many of the colleges and universities in the United States have developed some form of study abroad programs to enable their students to receive a learning experience outside the continental United States. The desire to give my preservice teachers a study abroad experience unlike any other led me to explore many of the contacts I have made in…

Tim O'Keefe, Rise Reinier and Kevin Gallagher, Bruce Morgan, Julia Lopez-Robertson, Donna Santman, JoAnn Wong-Kam, Sharon Hill, and Linda Christensen provide short essays describing their personal visions of possibility about literacy and how they maintain that passion and vision. Across a range of contexts, they reflect on the ways in which their…

An English methods student personally reflects back on 10 days of preteaching laboratory experience in a secondary school English classroom. (HOD)

In the ever-changing world of education, beginning teachers need resources to turn to as they face new, daily challenges. In a collection of 22 essays, the book's author shares insights and experiences from her first three years of teaching, using humor, honesty, and compassion to cover diverse topics. The essays can make new teachers feel like…

This study used the narrative-biographical and micro-political perspectives as a theoretical framework to explore how beginning teachers experienced the induction phase, focusing on their experience with professional socialization and ways in which they were confronted with the micro-political realities of schools during induction. Participants…

Transcribes a panel discussion examining the "well-told teaching story" (stories drawn from teachers' discourse with other teachers, stories about their teaching, students, other teachers, school, and teaching English). Considers what it means to be "well-told," emphasizing the importance of context when making these judgments.…

A middle school teacher reflects on her year-long experience of applying the Foxfire approach to a language arts class, on student successes and disappointments, and on the difficulties of carrying out meaningful research on this process. Student comments are included. (SV)