Tracing the multiliterate identities of pre-service Teachers in the U.S.-Mexico border
Abstract
none
Reference
Mein, M. & Wandermurem, L. (2013). Tracing the multiliterate identities of pre-service teachers in the U.S.-Mexico border. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, FL: Literacy Research Association.
Journal
Yearbook of the National Reading Conference
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Narrative Inquiry
- Qualitiative
Geographic Setting
- Southwestern United States
- U.S.-Mexico border
Institutional Context
Certification Level
Programatic Focus
- Literacy Education
- Mathematics
- Spanish
- technology
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
11
Duration of Data Collection
Data Sources
- Interviews
- Literacy history
- Transcriptions
Data Analysis Tools
- coding (open to axial to selective
- Qualitative Analysis
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"What are the literacy practices of transfronterizo pre-service secondary teachers in the U.S.-Mexico borderlands?" (p. 248)
Is this research question explicit from the manuscript? Yes
"What are the (multi-)literate identities of transfronterizo pre-service teachers in the borderlands, and how do they construct and enact these identities within a teacher education setting?" (p. 248)
Is this research question explicit from the manuscript? Yes
"How do transfronterizo pre-service teachers envision the incorporation of multiple literacies into their future teaching?" (p. 248)
Is this research question explicit from the manuscript? Yes