Reading the world while learning to teach: Critical perspectives on literacy methods.
Abstract
The article discusses a study related to response of preservice teachers in two distinct regional contexts within the U.S. for literacy methods courses that utilize the framework of critical literacy. Topics discussed include situation of the study within feminist pedagogies and critical literacy; reexamination of teacher educators as instructors to become facilitators of unlearning and rereading, and requirement of multitude of opportunities across methods to enact a vision of education.
Reference
Riley, K., & Crawford-Garrett, K. (2015). Reading the world while learning to teach: Critical perspectives on literacy methods. Teacher Education Quarterly, 42(3), 59-79.
Journal
Teacher Education Quarterly
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
- practitioner research
- teacher research
Geographic Setting
- northeast US
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
48
Other Participant Data
Duration of Data Collection
Data Sources
- Classroom Discussion
- Focus group discussions
- Midterm and final evaluations
- Researcher journals
- written responses
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
How might we, as teacher educators, offer preservice teachers opportunities to imagine school as a place where students explore their own interests, question the status quo, and use literacy for social change?
Is this research question explicit from the manuscript? Yes
How do the preservice teachers respond to these invitations?
Is this research question explicit from the manuscript? Yes
What questions, tensions, and insights arise?
Is this research question explicit from the manuscript? Yes
How and when do they draw on and/or
problematize their previous experiences with schooling?
Is this research question explicit from the manuscript? Yes