Drawing on narratives of five beginning teachers, Millennial Teachers explores the tensions in teachers’ young careers and how changing social, economic, and technological conditions of our current era both afford and constrain teachers’ identities and in contexts in which they work. Examining case studies of beginning teachers, Hallman draws a generational portraits of novice teachers and identifies the challenges inherent in transitioning from pre-service teacher to in-service teacher. This book synthesizes these teachers’ views on a range of topics and provides an understanding of the evolving pressures and possibilities of future teachers of the "millennial" generation.
Maya's life has always been chaotic. Living with a con-man dad, she's spent half her life on the run. Whenever her father's schemes go wrong, Maya finds a scientific way to fix it. But when her dad ends up in prison and foster care fails, Maya grasps at her last possible hope of a home: a long-lost aunt, who may not even exist. So Maya formulates a plan, and with her wits, two unlikely allies, and twenty dollars in her pocket, she sets off in search of this aunt, navigating the unpredictable four hundred miles from Reno to Boise. Life on the streets, though, becomes a struggle for survival—those scientific laws Maya has relied on her whole life just don't apply. And with each passing day, Maya's definitions of right and wrong are turned upside down when she's confronted with the realities and dangers of life as a runaway. She can't help but wonder if trying to find her aunt—and some semblance of stability—is worth the harrowing journey or if she should compromise and find a way to survive on her own.
Rose grows up in war torn Berlin where the rubble becomes her playground but through her books she dreams of faraway places. She discovers the opposite sex just by chance and is shocked. Years later she is invited to a masquerade ball where against her will she is kissed by a stranger who awakens new feelings in her. Shortly thereafter she leaves for England, then France and after many close encounters she returns home, still innocent but very curious. She now makes a pact with her best friend Camilla to do the last step together which both imagine to be the highlight of their lives.
In teacher education, field work in community-based spaces (including foster homes and programs for homeless youth) is frequently contrasted with "traditional" field experiences in classroom settings, where beginning teachers are immediately introduced to teacher-centered models of instruction. This volume works against such a model, presenting a counter-narrative of new teachers’ understanding of the act of teaching. By exploring their work with at risk youth in community-based sites, the authors uncover how non-traditional spaces for teaching and learning have the potential to open new doors for reimagining the teaching act and teacher identity. This volume examines how prospective teachers have used writing within unconventional spaces as catalysts for considering what it means to become a teacher, as well as how the work of teaching can be conceptualized. It unites the practical aspects of field work and with theoretical conceptions of teaching, and envisions how the work and the definition of "teaching" can be broadened.
Reconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothers’ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.
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