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?

Does this study draw on a large, preexisting data set?

Research Approach

Case study
mixed methods

Geographic Setting

Michigan
Southeast Michigan

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Urban Education

Research Location Context

field-based methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Other Participant Data

Cooperating teachers
University instuctors

Duration of Data Collection

1 semester

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