Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity

Abstract

The article discusses a study that focuses on the learning of a small group of pre-service teachers in a literacy methods course and their instructor Cindy who is a literacy methods professor. It explores and describes the pre-services teachers' reflections on their literacy instruction to children from non-dominant backgrounds. It warns against programs for preparation of pre-service teachers that are just a list of classes that add up to the appropriate number of credits for licensure.

Reference

Brock, C., Case, R., & Taylor, S. (2013). Dilemmas in guiding pre-service teachers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81-100.

Journal

Teacher Education Quarterly

Analysis

Is this article part of a larger project or series of studies?

unclear

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

Research Approach

Case study

Geographic Setting

not stated

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

field-based methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Academic Semester

Data Sources

fieldnotes

Data Analysis Tools

Content analysis

Researcher Positionality

Research Questions

What topics do two different groups of pre-service teachers discuss while debriefing about their literacy instruction with children from diverse cultural and linguistic backgrounds?
Is this research question explicit from the manuscript? Yes

What do the pre-service teachers’ debriefing conversations reveal about the ways they enacted literacy instructional practices with children from diverse cultural and linguistic backgrounds?
Is this research question explicit from the manuscript? Yes