Teaching in “third space”: Understanding pre-service teachers’ reading with incarcerated teens
Abstract
This article shares the results of a study conducted with pre-service English teachers enrolled in an adolescent literacy course taught in a "third space." In partnership with the Department of Juvenile Justice, pre-service teachers read one-on-one with incarcerated youth. Data including surveys, interviews, and course artifacts were gathered and systematically coded to determine the effects of field experiences on teachers' understandings of literacy and its relationship with issues of culture and ability. "Third space" field experiences were found to expand pre-service English teachers' understandings of literacy, including its relationship with issues of culture and ability.
Reference
Styslinger, M. E., Walker, N., & Eberlin, E. L. (2014). Teaching in "Third Space": Understanding Pre-Service Teachers' Reading with Incarcerated Teens. Journal Of Reading Education, 39(2), 23-29.
Journal
Journal of Reading Education
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
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- school housed in a local Department of Juvenile Justice
Preservice Participants
Preservice Sample Size
12
Duration of Data Collection
Data Sources
- Autobiographies
- Course evaluations
- course materials
- Interviews
- Profiles written about students in tutoring (pre and post)
- Questionnaire
- student reflections
- Survey
Data Analysis Tools
- coding (non-specific)
- Content analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What are the effects of field experiences on pre-service teachers’
understandings of literacy and its relationship with issues
of culture and ability?
Is this research question explicit from the manuscript? Yes