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This volume offers a novel approach to exploring how literary
response groups can be used as part of teacher education programs
to help preservice teachers navigate "wobble" moments. Focusing
uniquely on the potential of young adult literature (YAL), the text
draws on the first-hand experiences of teacher candidates and uses
a range of well-known books to demonstrate how narrative-based
inquiry and analysis of fictional depictions of teaching and
learning can support reflection on a range of common challenges.
The volume presents how YAL literary response groups are shown to
enhance participants' ability to reflect on practice, build
resilience, and develop deeper understanding of pedagogical
principles by offering a shared dialogical space. These insights
ultimately contribute to teacher education program improvement by
enhancing teacher candidates' understanding of pedagogy. This text
will benefit researchers, doctoral students, and academics in the
fields of teaching, teacher mentoring, and teacher education more
specifically. Those interested in literature studies and young
adult literature (YAL) more broadly will also benefit from this
volume.
• Concretely addresses what happens when new teachers try to
enact inquiry-based and dialogical pedagogy within standardized
schools • Provides realistic access and insight into the
professional lives of novice teachers in ways that invite
preservice and other novice teachers to reflect on the complexities
of classroom engagement • Unpacks tension between the
standardization of education and the advocates for pedagogy that
supports individual inquiries and dialogues within literacy
classrooms • Demonstrates methods for prospective and novice ELA
and English teachers to “wobble,” or enact inquiry-based or
dialogic pedagogy in the context of structured and inflexible
schooling systems.
* Concretely addresses what happens when new teachers try to enact
inquiry-based and dialogical pedagogy within standardized schools *
Provides realistic access and insight into the professional lives
of novice teachers in ways that invite preservice and other novice
teachers to reflect on the complexities of classroom engagement *
Unpacks tension between the standardization of education and the
advocates for pedagogy that supports individual inquiries and
dialogues within literacy classrooms * Demonstrates methods for
prospective and novice ELA and English teachers to "wobble," or
enact inquiry-based or dialogic pedagogy in the context of
structured and inflexible schooling systems.
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