Community-based placements as contexts for disciplinary learning a study of literacy teacher education outside of school
Abstract
Community-based field placements have shown promise as a strategy for preparing teacher candidates to work in diverse, high-needs schools, but they have rarely been designed or researched with subject-area methods learning in mind. Drawing on data from observations, interviews, documents, and journals, the author investigated how placements in two case study community-based organizations (CBOs) shaped candidates’ learning about literacy and literacy pedagogy. Using cultural historical activity theory as an analytic framework, the author found that contextual components in CBO activity systems guided teacher candidates to take up more complex theories of literacy, demonstrate unusual proficiency in engaging language-minority students in text-based conversations (a critical strategy for promoting reading and language development), and leverage teacher–student–family relationships in ways that enhanced pupils’ literacy engagement and learning experiences. Findings highlight implications (related to literacy and other skill/subject areas) for prospective pupil learning, course-based mediation of community-based fieldwork, and placement site selection.
Reference
Brayko, K. (2013). Community-Based Placements As Contexts for Disciplinary Learning A Study of Literacy Teacher Education Outside of School. Journal of Teacher Education, 64(1), 47–59. doi:10.1177/0022487112458800
Journal
Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Community-based organizations (CBOs)
- Literacy Education
Research Location Context
- Community-based organization (CBOs)
- University
Preservice Participants
Preservice Sample Size
2
Other Participant Data
- Inservice Teachers
- Teacher Educators
Duration of Data Collection
Data Sources
- fieldnotes
- Interviews
- narrative journals
- Observations
- Transcriptions
Data Analysis Tools
- coding to a prior categories
Researcher Positionality
- inside (staying their own students)
Research Questions
In what ways do community-based placements shape
preservice teachers’ learning about (a) literacy and (b) literacy
instruction?
Is this research question explicit from the manuscript? Yes