Document Type

Article

Article Version

Publisher's PDF

Publication Date

2008

Abstract

This article examines how secondary English teachers who served as mentors' for preservice English teachers developed their pedagogical content knowledge (PCR) of literature discussions through participating in a cross-institutional teacher educator network. In particular, we document how the joint creation of dialogic space in the English Educators' Network provided a context within which the mentor teachers expanded their understandings of discussions from disparate kinds of classroom talk to a dialogic view of literature-based discussion involving the interaction of reader, text, and multiple worldviews. We explore two central dimensions of this work: (1) how shifts in university and school participants' discourse, affiliation, and participation supported and expanded mentors' thinking about discussions; and (2) the central role of boundary objects, shared texts, and conversational brokers in facilitating these shifts. We begin with a brief review of literature on PCR to highlight the need for more research on cross-institutional contexts as sites for mentor teacher learning.

Comments

Copyright 2008 National Council of Teachers of English

Publication Title

English Education

Published Citation

Smith, E., & Anangnostopoulos, D. (2008). Developing Pedagogical Content Knowledge for Literature-Based Discussions in a Cross-Institutional Network, English Education, 41(1), 39-65.

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