Multicultural Literacy Teacher Education: Seeking Micro-Transformations
Abstract
Using Conceptual Change Theory, this qualitative study of literacy teacher education investigated how eight beginning teachers developed knowledge about multicultural literacy pedagogy. Teachers' written and spoken language was analyzed from data sources collected during and outside of a preparation course, part of a nighttime alternative certification program. Conceptual changes took place for several topics, but not for all. When changes occurred, they resulted in broadened conceptions, thus enabling the teachers to investigate and embrace a wider range of possibilities for literacy than they had previously acknowledged. Findings suggest multicultural teacher educators seek “micro-transformations” in teachers' knowledge in order to support the development of multicultural educators.
Reference
Dooley, C. M. (2008). Multicultural literacy teacher education: Seeking micro-transformations. Literacy Research and Instruction, 47(2), 55-75.
Journal
Literacy Research and Instruction
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
- Southwestern United States
Institutional Context
- alternative certification program
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (alternative cert program)
Preservice Sample Size
8
Other Participant Data
Duration of Data Collection
Data Sources
- fieldnotes
- Focus group discussions
- Interviews
- Observations
- online discussions
- University coursework assignment (e.g. writing/project done for a grade)
- written reflections/class papers
Data Analysis Tools
Researcher Positionality
- Outside (not directly invested in the program or operations)
Research Questions
"What are teachers’ conceptions about course-related topics as they develop?" (p.58).
Is this research question explicit from the manuscript? Yes