Insights: Literacy memories of preservice teachers self-reported categories of impact
Abstract
This qualitative study analyzed preservice teachers' literacy memories. Each literate person has a history of becoming literate. As university students who plan to be future teachers think about their own literate histories, they begin to construct their own beliefs about learning to read and the teaching of reading and writing. These beliefs may influence how they teach literacy and may be even more important that what they learn in methods classes.
Reference
Boggs, M., & Golden, F. (2009). Insights: Literacy memories of preservice teachers self-reported categories of impact. Reading Matrix: An International Online Journal, 9(2), 211-223.
Journal
Reading Matrix: An International Online Journal
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
- qualitative content analysis
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
- early childhood special education
- Elementary
- Secondary
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
306
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding to a prior categories
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What are the critical factors in the literacy histories that shaped preservice teachers? (p. 213)
Is this research question explicit from the manuscript? Yes
How did these literacy events impact the lives of preservice teachers? (p. 213)
Is this research question explicit from the manuscript? Yes
What implications do literacy histories of preservice teachers have for teacher educators of literacy methods classes? (p. 213)
Is this research question explicit from the manuscript? Yes