Teaching is an inherently relational endeavor and in-person classroom interactions have long been considered integral to the development of trust, motivation, and engagement between teachers and students. As a result, many teacher education programs go to great lengths to ensure that pre-service candidates spend as much time as possible honing their craft in physical classroom environments. Now, however, the COVID-19 pandemic has ushered in new arrangements of hybrid and/or virtual instruction and teachers are racing to adapt. How must English Language Arts (ELA) teacher education change to respond effectively to this moment? And what are the implications of such shifts for ethical and equitable teaching and learning?
This set of special issues seeks to surface critical and creative uses of technology in hybrid and/or virtual ELA teacher education and examine both the processes and effects (planned or otherwise) of these approaches. They address the focal question: what role can/should technology play in helping pre-service teachers learn about and develop culturally responsive/sustaining and anti-racist ELA praxis? While the pandemic has spurred the creation of new pedagogies and should be addressed as an urgent context, we welcome explorations of efforts developed at any time (pre- or during-COVID-19). Potential topics include (but are not limited to): innovations related to virtual/hybrid learning; opportunities and constraints associated with particular technologies; and critical inquiry into the work of platforms and data in conditioning teaching and teacher education.
CITE English Education journal solicits rigorous conceptual and/or empirical manuscripts that explore innovative uses of technology in ELA teacher education in remote and/or virtual contexts. The works to be included in these issues should go beyond simple description of ELA teacher education activities that utilize technology; they must include analysis of the nature, purpose, and outcomes of technology use by drawing upon rigorous theoretical and methodological frameworks. Special attention should be paid to issues of equity and access and technology should be contextualized (and problematized) as necessary.
The most competitive manuscripts will take advantage of CITE English Education’s online platform by including multimedia content (i.e. images, video, web links, etc.). Note: Multimedia content should be integral to the arguments being developed and not a decorative afterthought.
Abstracts for proposed manuscripts (maximum 500 words) should be submitted through the CITE English Education submission system (http://publish.aace.org/begin/cite/) by October 1, 2020, at 5pm EST. Please title submissions “Special Issue Abstract.”
The authors invited to submit full manuscripts will be notified by October 15, 2020, and will be expected to submit their manuscripts for peer review no later than January 3, 2021, to allow time for revisions and publication in either the June 2021 or September 2021 issue.
Questions about the special issue should be directed to CITE English Education journal editors, Nicole Mirra and Phil Nichols, at firstname.lastname@example.org.
Abstracts due: October 1, 2020
Authors notified: October 15, 2020
Draft manuscripts due: January 3, 2021
Final manuscripts due: March 1, 2021
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