Author Description

A tension exists when novice teachers begin to put their conceptual and theoretical understandings and pedagogical perspectives into practice. Trying to balance the complexities of teaching literacy while adapting to the challenges of the multidimensional demands of teaching and learning, novice teachers find themselves at the edge of their comfort zones. This book is about teachers learning to teach literacy, about the processes of teacher development from novice teachers to expert teachers of literacy, about mentoring teaching in reading and writing instruction, and about ways to maximize the learning potential of both teachers in their induction years and their students.