Elizabeth Petroelje Stolle

• Ph.D. in Language & Literacy
• Professor (Associate) at Grand Valley State University

This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning relate...

Critical friendship (CF) in self-study research has become ubiquitous. Thus, this study offers a deeper investigation of CF through the lens of the Critical Friend Definition Continuum. Since publishing the Continuum in 2019, we have continued to update the literature, seeking more examples and new insights for each descriptor. This chapter offers...

This collaborative self-study examines two-teacher educators’ journey when they transferred their face-to-face curriculum into their synchronized online literacy classes using the same web-based tool, yet at different universities while teaching different classes. They explored the dual cognitive processes of subconscious engagement with self-consc...

Recently, interdisciplinary instruction has come back to the educational scene, specifically supported through the Common Core State Standards. As teacher educators and former middle-level teachers, the authors see this as a positive move to enhance learning for adolescents. This qualitative study sought to answer: How do secondary preservice and i...

Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices