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?
no
Research Approach
- Collective case study
- Multiple case study
Geographic Setting
- Multiple Sites across the US
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Multi-sited (elementary schools)
Preservice Participants
Preservice Sample Size
7
Duration of Data Collection
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