Abstract
Using a mixed methods approach, the researcher examined the phenomenon of subject-matter preparation within the curricular framework of secondary English teacher programs by examining program structure, literature coursework, and teacher candidate reflections. In this inquiry, the researcher used a two-part lens to observe both macro and micro-level phenomena: first, by gaining a national perspective in regard to program structure in the area of literature preparation and course learning expectations, and second, by taking a closer, microscopic look at teacher candidates currently engaged in teaching literature during their final internships.
From a social and political context, this research focuses on the issue of teacher preparation in regard to quality. From an educational perspective, it examines how we can better prepare teacher candidates to enter the teaching field. And from a researcher’s viewpoint, it speaks to the major question of what the situation looks like within subject-matter preparation currently, and what types of programs encourage or inhibit the development of subject-matter expertise among secondary teacher candidates.
Within a qualitative paradigm, the findings present a picture of what a typical pathway toward preparation might look like for a secondary teacher candidate at a large, doctoral-granting institution with a flexible literature curriculum. This study uses a grounded theory approach to explore what type of curricular context might aid or inhibit the development of subject-matter expertise within disciplinary preparation. It concludes with a discussion of implications and recommendations for teacher educators, professors of literature, and policymakers.
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