“But I Don’t Want to Tell Them the Answer”: Preservice Teachers’ (mis)understandings about literacy instruction.
Abstract
The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their ‘language-in-use’ during supported, literacy planning sessions with a teacher educator. Critical discourse analysis revealed that the preservice teachers believed (1) assessment is instruction, (2) literacy teaching/learning is inauthentic, and (3) children are not intellectually motivated. The findings are discussed through the lenses of figured worlds and the apprenticeship of observation. Implications for teacher educators are offered.
Reference
Gelfuso, A. (2018). “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction. Teaching and Teacher Education, 74, 10-20.
Journal
Teaching and Teacher 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
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
- Elementary
- Literacy Education
Research Location Context
- Content area literacy course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
33
Duration of Data Collection
Data Sources
- Audio recordings
- Transcriptions
- Video
Data Analysis Tools
- Critical Discourse Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What beliefs about literacy teaching/learning are revealed during collaborative, dyadic, planning sessions between one teacher educator and the 33 PSTs with whom she worked?
Is this research question explicit from the manuscript? Yes