Mayher, John S. “English Teacher Education as Literacy Teacher Education.” English Education 44.2 (January 2012): 180-187.
Mayher calls for English education programs to form alliances with colleagues and departments across their campuses in order to restructure English teacher education as literacy teacher education. Mayher argues that integration is necessary and overdue, especially in the context of the Common Core State Standards, which emphasize literacy education across the curriculum. Mayher points out that English education programs that focus primarily on literature are not preparing their students to teach all the students they will encounter in the 21st century American school system. Mayher calls on national organizations like CEE and NCTE to take the lead in conversations about literacy education, and part of taking this lead, he contends, is re-examining the assumptions that form our English teacher education programs.
Mayher notes that there are at least four discrete teacher education disciplines that prepare students to teach literacy: secondary English education, early childhood/childhood education, TESOL, and special education. Added to that is the emergence of literacy education (K-12) programs (182).
the problem with specialization within national organizations – we’ve become fragmented, have different cultures, but we need to move beyond these cultural boundaries to work together to prepare teachers to meet the challenges of the modern American school system and CCSS. (184)
need to support beginning teachers after they graduate from teacher education programs – they still are not expert teachers and need ongoing mentoring and support. Teacher education programs need to reach out to the schools their students are placed in and give them more hands-on practice in how to teach – focus on “the transition to teaching” (186).
CCSS asks teachers from all subject areas to focus on literacy across the curriculum, something English teacher education programs should prepare their student to work towards in their schools (183).
English teacher education programs need “to be inclusive and therefore more than the traditional literature-centered subject English” (182).
The lit-centered English teacher education curriculum doesn’t prepare teachers to help students who are not proficient in the literacy skills they needed to master in the early grades (183).
“The need for integration stems from the need to better serve the pupils our students will teach and to better prepare our students to do so” (182).
“Whatever one thinks of the ways being attempted to change schools, the fact is that the problems are real and we must play a central role in helping to solve them” (180).
“So if we are serious about building a teacher education culture that is responsive to the complex, interconnected, and integrated demands of K-12 teaching, we have to find ways to open up our curricular boxes and reconceive them across all the sub-specialties that touch on literacy education” (184).“The common denominator here must be literacy teacher education for K-12 schools” (185). “The Common Core, the NAEP, NCLB, and the state standards as well all recognize the centrality of literacy to the educational enterprise. What we must do is move into that center and claim the pedagogical high ground. Let’s change our name, our stance, and our capacity to collaborate with those who are also trying to help the children we serve. The time is now” (187).