“I felt goosebumps”: emotional experiences of pre-service English teachers and the critical use of narratives

What is it about?

This paper suggests a new way for structuring English teacher preparation within traditional university programs, challenging the age-old use of formal lesson plan reflections, and introducing critical narratives as course texts to better understand pre-service teacher experiences. Through this reimagined English Methods curriculum, we establish increased cohesion between practice and theory; facilitate the development of teacher reflective practice; and establish methods for apprehending the emotional experience of pre-service educators.

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