Description
As it stands, there is currently a void in education literature in how to best prepare preservice teachers to meet the needs of individualized learners across multiple learning platforms, social/economical contexts, language variety, and special education needs. The subject is in dire need of support for the ongoing improvement of administrative, clinical, diagnostic, and instructional practices related to the learning process.
The Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education stimulates the professional development of preservice and inservice literacy educators and researchers. This book also promotes the excellence in preservice and inservice literacy both nationally and internationally. Discussing topics such as virtual classrooms, critical literacy, and teacher preparation, this book serves as an ideal resource for tenure- track faculty in literacy education, clinical faculty, field supervisors who work with preservice teacher educators, community college faculty, university faculty who are in the midst of reconceptualizing undergraduate teacher education curriculum, mentor teachers working with preservice teachers, district personnel, researchers, students, and curricula developers who wish to understand the needs of preservice teacher education.
Author's/Editor's Biography
Juan Araujo (Ed.)
Juan J. Araujo is Associate Professor and Assistant Dean in the College of Education and Human Services at Texas A&M University-Commerce, USA. His research explores the intersection of teacher preparation, literacy education, and language policy. He holds a Doctor of Philosophy in reading from University of North Texas, a Master of Bilingual Education from Southern Methodist University, and a Bachelor of Science in electrical engineering from New Jersey Institute of Technology.
Dawn Araujo (Ed.)
Dawn L. Araujo freelances as an editor and writer to fulfill her love of creating clear, meaningful communication. Her 20-plus years as an occupational therapist have provided invaluable experience in working with diverse populations and developing an understanding of the diverse literacy needs of patients and their families. She has also developed a keen interest in the dynamic role technology plays in developing literacy, including for her two sons for whom technology has become a preferred source. She holds a Bachelor of Science in Journalism from the University of Kansas and a Master of Science in Occupational Therapy from Florida International University.