Middle, Secondary & Mathematics Education

Office: Memorial Hall 3265A
Phone: (540) 568-4314


Dr. Melanie Shoffner specializes in English language arts education. Her education courses include ELA methods, curriculum theory, and the student teaching internship; she also teaches an English course on resistance and power. Dr. Shoffner is the editor of English Education, a member of the International Federation for the Teaching of English (IFTE) Advisory Board, and a former Fulbright Scholar (Romania). Her research addresses the dispositional and reflective development of preservice teachers.

Research Areas

  • English teacher education
  • reflective practice
  • preservice teacher dispositions
  • international study


  • PhD    University of North Carolina at Chapel Hill – Education: Culture, Curriculum & Change
  • MAT    Duke University – English Education
  • AB      Duke University – English and History

Fun Fact

Dr. Shoffner is a vocabulary researcher for The Henry Ford’s Innovation Nation with Mo Rocca.

Recent Publications

Edited books

  • Shoffner, M., & St. Peter, R. (eds.) (2020). Teacher representations in dramatic text and performance: Portraying the teacher on stage. New York: Routledge. 
  • Shoffner, M. (ed). (2016).  Exploring teachers in fiction and film: Saviors, scapegoats and schoolmarms.  New York:   Routledge.
  • de Oliveira, L.C., & Shoffner, M. (eds). (2016). ELA teachers and ELL students: Preparing English Language Arts teachers to teach English Language Learners.  New York: Palgrave Macmillan.

Journal articles

  • Noel, T. K., & Shoffner, M. (2019). From preservice to practice: Expectations of/in the secondary ELA classroom. World Journal of Education, 9(6), 35-44.
  • Shoffner, M. (2019). "Being uncomfortable is important": The potential of study abroad for preservice English teachers' professional development. Pedagogies: An International Journal, 14(3), 93-108.
  • Homan, E. C., Shoffner, M., & Spanke, J. (2019). Intersections of teacher reflection and literacy instruction in the secondary ELA classroom. Ubiquity: The Journal of Literature, Literacy, and the Arts, 5(2), 39-67. Found at

Book chapters

  • Shoffner, M., & Webb, A. W., Doubet, K. J., Jaffee, A. T., & Rahman, Z. (2020). Authentic selves in virtual spaces: Reflections on pedagogy during a pandemic. In K. J. Fasching-Varner, S. T. Bickmore, D. G. Hays, P. Schrader, D. L. Carlson & D. Anagnostopoulous (Eds.) The Corona chronicles: On process, leadership, commitment, and hope in uncertain times. Diopress.
  • Sogar, C. & Shoffner, M. (2020). Arguing for empathy: Subverting the teaching of argumentation. In J. Dyches, B. Sams, & A.S. Boyd (Eds.), Acts of resistance: Subversive teaching in the English Language Arts classroom (pp. 22-35). Myers Press.
  • Shoffner, M. (2019). The potential of problematic practice: Preparing teachers for the secondary ELA classroom. In H. L. Hallman, K. Pastore-Capuana, & D. L. Pasternak (Eds.), Possibilities, challenges, and changes in English teacher education today: Exploring identity and professionalization (pp. 39-50). Rowman & Littlefield.
  • Shoffner, M. (2019). When the gun isn't metaphorical: Educating teachers in the age of school shootings. In S. Bickmore, G. Rumohr-Voskuil, & S. Shaffer (Eds.), Teaching beyond fear: Arming teachers with words, stories, and power (pp. 125-131). Routledge.


  • Shoffner, M. (2021). We’re still here. English Education, 53(2), 4-14.
  • Shoffner, M. (2020). Where we are is who we are. English Education, 53(1), 116-122.
  • Shoffner, M. (2020, January 13). For the love of reading. YA Wednesday
  • Shoffner, M., & Webb, A. W. (2020, Nov. 19). Questioning care in the academic world. Teachers College Record.

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