2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY

Article Preparing graduate students to teach: The role of literature faculty

Author
Reeser, Todd W.
Volume
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY
Date Issued
2011-01-01
Keywords
Publisher
Heinle Cengage Learning
URI/DOI
10125/69696
PDF
Citation
Reeser, T.W. (2011). Preparing graduate students to teach: The role of literature faculty, The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 45-59. http://hdl.handle.net/102015/69696
Record Details
Full Record

View or download pdf

Abstract
This chapter discusses how faculty who work and teach in literary/ cultural studies can contribute to training graduate students in teaching at the upper levels. Beginning with some ideas about how the various, usually separate, aspects of graduate education “in literature” can begin to be placed in a more productive dialogue, the chapter then focuses on ways in which graduate literature seminars can directly dialogue with teaching. After considering key textual or contextual questions around a given author, theme, or period over the course of a semester, faculty could invite graduate students to think about how those “research” questions can be adapted to the undergraduate classroom. As a representative case study, the author draws upon his own experiences teaching graduate seminars in Renaissance French literature.