Critical literacy and preservice teachers: Changing definitions of what it might mean to read
Abstract
This study examines preservice teachers' reading beliefs and practices as well as the role of collaborative research in teacher education. It identifies the nature of participants' discourses, speaks to how educators might support critical practices, and examines the power of collaboratively researching into live university classroom activity.
Reference
Van Sluys, K., Laman, T. T., Legan, N., & Lewison, M. (2005). Critical literacy and preservice teachers: Changing definitions of what it might mean to read. Journal of Reading Education, 31(1), 13-22.
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
- Qualitiative
- teacher research
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
32
Duration of Data Collection
Data Sources
- Audio recordings
- fieldnotes
- Reading Responses
- Reflective journals
- Survey
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
To study the nature of our students' conversations in literature circles as we provided them with opportunities to examine social issues texts.
Is this research question explicit from the manuscript? Yes
To wonder what students' responses could tell us about their understandings of what it means to read.
Is this research question explicit from the manuscript? Yes
We were interested in looking at the types of conversations students engaged in, as well as the role of learning engagements and texts in inviting students to take on critical perspectives.
Is this research question explicit from the manuscript? Yes