Mediating factors in literacy instruction: How novice elementary teachers navigate new teaching contexts

Abstract

This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested.

Reference

Scales, R., Wolsey, T. D., Young, J., Smetana, L., Grisham, D. L., Lenski, S. Dobler, E., Yoder, K. K., Chambers, S. A. (2017). Mediating factors in literacy instruction: How novice elementary teachers navigate new teaching contexts. Reading Psychology, 38(6), 604-651.

Journal

Reading Psychology

Analysis

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

yes

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

Research Approach

Collective case study
Multiple case study

Geographic Setting

Multiple Sites across the US

Institutional Context

University based

Certification Level

Programatic Focus

Literacy Education

Research Location Context

Multi-sited (elementary schools)

Preservice Participants

First-year teachers

Preservice Sample Size

Duration of Data Collection

Not clear

Data Sources

fieldnotes
Interviews
Observations

Data Analysis Tools

coding (non-specific)
coding (pattern coding)

Researcher Positionality

inside (staying their own students)

Research Questions

How do novice elementary teachers from quality teacher preparation programs navigate mediating influences in a new teaching context for literacy instruction?
Is this research question explicit from the manuscript? Yes

What do novice teachers’ talk and actions reveal about certain aspects of their literacy teaching practices?
Is this research question explicit from the manuscript? Yes

What do novice teachers’ talk and actions reveal about the mediating influences in their new teaching context for literacy instruction?
Is this research question explicit from the manuscript? Yes