Embodied discourses of literacy in the lives of two preservice teachers
Abstract
This study examines the emerging teacher literacy identities of Ian and AJ, two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses' discourse of comprehensive literacy and the literacy biographical discourses of Ian and AJ. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggest the need for differentiation in our teacher education literacy courses.
Reference
Phillips, D. K., & Larsonb, M. L. (2009). Embodied discourses of literacy in the lives of two preservice teachers. Teacher Development,13(2), 135-146. doi:10.1080/13664530903043962
Journal
Teacher development
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
Institutional Context
Certification Level
- early childhood
- Elementary
- Secondary
Programatic Focus
Research Location Context
- Elementary school
- Secondary school
- University
Preservice Participants
Preservice Sample Size
30
Other Participant Data
Duration of Data Collection
Data Sources
- Classroom Discussion
- email correspondence
- fieldnotes
- lesson plans
- Observations
- University coursework assignment (e.g. writing/project done for a grade)
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"How we might interpret the influence of our discourse of comprehensive literacy working in and around graduate preservice teacher subjectivity and their emerging identity as teachers of literacy."
Is this research question explicit from the manuscript? Yes