A critical analysis of two preservice teachers’ knowledge of struggling readers: Raced, classed, and gendered?
Abstract
This analysis explored how preservice teachers' development of knowledge about struggling readers was located in their white, middle-class identities. Framed within the critical paradigm, data previously collected on two preservice teachers were analyzed to explore the extent to which they accepted, resisted, and negotiated hegemonic ideologies. An analysis revealed that these two preservice teachers differentially mediated knowledge about struggling readers through their own cultured identities. The need for probing deeper into the formative discourse of prospective teachers is recommended to teacher educators as one way to deal with the subjective nature of preservice teachers' knowledge.
Reference
Mallette, M. H., Readence, J. E., McKinney, M., & Smith, M. M. (2000). A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered? Literacy Research and Instruction, 39(3), 222-234.
Journal
Literacy Research and Instruction
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
- field-based methods course
- Reading methods
Preservice Participants
- undergraduate preservice teachers
- undergraduates in a Reading Methods course
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- case study report
- fieldnotes
- lesson plans
- Written reflections
Data Analysis Tools
- Analytic coding system
- Critical analysis
Researcher Positionality
Research Questions
"In what ways did the meanings of reading difficulties constructed by the two participants reflect acceptance, negotiation, or resistance of these hegemonic ideologies?" (p. 224).
Is this research question explicit from the manuscript? Yes