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It proposes closer alignment between English education and literary studies through reflective, constructivist methods that make learning objectives explicit and engage students in knowledge production.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-education-and-the-teaching-of-literature-a-reflective-approach-to-university-pedagogy/597851/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-education-and-the-teaching-of-literature-a-reflective-approach-to-university-pedagogy/597851.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What central concern does Buchanan raise about literature teaching in English classes?","Question",{"text":63,"@type":64},"He questions what happens in university literature classrooms and whether instructors model teaching in ways that support future secondary teachers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the document emphasize “best practices” and pedagogical training?",{"text":68,"@type":64},"It argues that without pedagogical preparation for English graduate students and a shared storehouse of practices, students’ learning and classroom experiences are limited.",{"name":70,"@type":61,"acceptedAnswer":71},"What teaching approach does Buchanan promote in English methods classes?",{"text":72,"@type":64},"He promotes reflective, constructivist teaching that treats knowledge as actively made, engages students directly, and uses metacognitive routines and explicit discussions of learning processes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597851,1792191393,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","English Education and the Teaching of Literature  \nJeffrey M. Buchanan  \nYoungstown State University  \nFor a while now, I have been wondering about how literature gets taught in English classes at the university, and, specifically, about what goes on in literature classes at my university; I am curious about whether there is a current set of “best practices” for literature classrooms (and, if so, what they are); I worry whether future university teachers, as part of their Ph.D. programs, receive any training in the teaching of literature, and I want to know how individual instructors, English departments, and/or literature programs review and revise what they do pedagogically in their course offerings. I wonder and worry, am curious and want to know because I am an English educator. I prepare undergraduates to teach English in the secondary school; I am not part of my department’s literature faculty. Yet my students, secondary English teacher candidates, spend a great deal of time in literature classes (they complete English coursework equivalent to an English major, although they receive a degree through our university’s college of education), and my responsibilities in English methods classes include teaching the teaching of literature.  \nAs an English educator, I know very well how I teach future secondary school teachers to teach literature, and I believe I have an accurate sense of the current theoretical view of the subject from my field, English education. But, as James Marshall notes,“it is not the custom to think of courses in English as courses in teacher preparation”(380), and I wonder if there is any explicit conversation in these literature classes about pedagogy or pedagogical issues. There is  \ncertainly teaching present in these courses, and, as Marshall asserts,“by sitting in classrooms where literature is taught, we not only learn about literature, we also learn about teaching literature”(381) . What if, then, literature instructors in university classrooms are not teaching literature as future secondary teachers are taught to teach it? What if my students, teacher candidates, are encountering models of teaching in literature classes that undermine what they are learning in methods courses?  \nPerhaps a more productive way to articulate my wondering and worrying is to note that because teacher candidates complete, essentially, an English major and because the literature class is a place where the teaching of literature is taught (albeit in unacknowledged and nonexplicit ways), that there is an opportunity for English educators and literature professors to support one another’s work, to provide pedagogical models that enrich both English majors’ and English education majors’ classroom experiences and supplement their learning. Failure to provide pedagogical training for English graduate students, failure to cultivate a storehouse of“best practices,” failure to exemplify a rich, student-centered pedagogical practice limits the learning of all the students who enroll in English classes. Attention to pedagogical questions and issues can support the experiences English education students are having in their methods classes and can introduce English majors to an area of English Studies that has been historically resisted, ignored, and unacknowledged and produced, as a result, an impoverished discipline. As an English department, all of us, including us English educators, have not been concerned enough with and have not been talking enough about how to teach literature. My own ignorance regarding the state of teaching in the university English classroom, our collective failure to model best practices, and our lack of attention to teaching points to an opportunity for the  \ndisciplinary territories of English education and literary studies to communicate with and inform one another about teaching, an activity central to both fields and beneficial to students in both territories. “Ironically,” Lad Tobin writes,“the mat","cbCaicWPlQX7rscE","https://ap.wps.com/l/cbCaicWPlQX7rscE","pdf",390831,21,"English","# Purpose and concerns\n## Best practices and pedagogical training\n## Alignment between English education and literary studies\n# Reflective constructivist teaching approach\n## Making learning explicit\n## Curricular planning and evaluation","[{\"question\":\"What central concern does Buchanan raise about literature teaching in English classes?\",\"answer\":\"He questions what happens in university literature classrooms and whether instructors model teaching in ways that support future secondary teachers.\"},{\"question\":\"Why does the document emphasize “best practices” and pedagogical training?\",\"answer\":\"It argues that without pedagogical preparation for English graduate students and a shared storehouse of practices, students’ learning and classroom experiences are limited.\"},{\"question\":\"What teaching approach does Buchanan promote in English methods classes?\",\"answer\":\"He promotes reflective, constructivist teaching that treats knowledge as actively made, engages students directly, and uses metacognitive routines and explicit discussions of learning processes.\"}]","English Education and the Teaching of Literature - A Reflective Approach to University Pedagogy | PDF",1792085831,53]