Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices
Abstract
No Abstract
Copied from Introduction:
This case study will explore the mentorship of a teacher educator and cooperating teacher that influenced Jennifer's enactment of innovative narrative and expository lessons. Her use of Cognitive Strategy Instruction (CSI) and varying participation discourses are examined, and consequently her willingness to improvise and facilitate discussion of difficult topics with her students. Jennifer's perspectives and her student reactions will be documented to display the potential for linking The Watsons go to Birmingham-1963 and expository texts in a manner that is culturally relevant and evokes deep comprehension.
Reference
Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
Journal
Issues in 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
- Michigan
- Southeast Michigan
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
1
Other Participant Data
- Cooperating teachers
- University instuctors
Duration of Data Collection
Data Sources
- fieldnotes
- Reflective journals
- Survey
Data Analysis Tools
- coding (non-specific)
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"This study was guided by the following research questions: How does a teacher educator, coupled with a cooperating teacher, cultivate a pre-service teacher's use of culturally relevant pedagogy with expository and narrative texts through her practicum in a classroom? What is the nature of a pre-service teacher's enactment of expository and narrative comprehension strategies? How do students respond to employment of these strategies? How does a pre-service teacher manage controversial discussion among diverse learners? How does a pre-service teacher transform as a result of this experience?" (p.45).
Is this research question explicit from the manuscript? Yes