From peacemaker to advocate: A preservice teacher’s case study of an emergent reader
Abstract
This is a case study of a case study. In order to examine the impact of conducting case-study research on preservice teacher Carrie's professional development, I followed her work with emergent reader Beth. Fieldbased research provided a context for posing meaningful questions and promoted professional reflection for Carrie in two areas: prior beliefs (autobiography, education, professional identity) and contexts for literacy development (child, family, school). Qualitative procedures (prolonged engagement, persistent observation, peer debriefing, examining self-as-instrument, triangulation) emerged as vital sources for focusing research questions and framing reflections. Points that deserve further study include (a) structured discussion uncovered assumptions that written reflection often did not, (b) the role of researcher encouraged Carrie to consider novel ways to negotiate professional relationships, and (c) autobiography proved a factor in case-study selection and research questions.
Reference
Broaddus, K. (2000). From peacemaker to advocate: A preservice teacher's case study of an emergent reader. Journal of Literacy Research, 32(4), 571-597.
Journal
Journal of Literacy Research
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- 5-year program offering BA , followed by MA and initial certification
- Undergraduates in a Reading and Language Arts methods course
Preservice Sample Size
1
Duration of Data Collection
Data Sources
- Audio recordings
- Interviews
- journal entries
- Observations
- Video
- written case study of focal student
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How are worth while questions posed?
Is this research question explicit from the manuscript? Yes
What contexts promote reflection?
Is this research question explicit from the manuscript? Yes
What did PST learn from extensive work one-on-one with a struggling reader?
Is this research question explicit from the manuscript? Unknown
How did the PST's experiences using qualitative research methods support her ability to question, reflect, and refine her theoretical and practical knowledge about teaching reading?
Is this research question explicit from the manuscript? Yes