Negotiating discrepancies: Literacy instruction in the university classroom and the primary classroom

Abstract

This study used an activity theory framework to explore discrepancies between discourses of literacy privileged in an undergraduate education course and literacy practices witnessed by pre-service teachers in classroom settings. Findings revealed a limited number of pre-service teachers witnessing the balanced literacy practices that were privileged in university course work. Further, the tendency was for pre-service teachers to adapt their practices to suit existing classroom conditions rather than to engage in-service teachers in discussions regarding discrepancies. Elements of activity theory were used to reveal implications for efforts required to better support pre-service teacher learning in clinical settings.

Reference

Sanden, S. (2016). Negotiating discrepancies: Literacy instruction in the university classroom and the primary classroom. Literacy Practice & Research, 41(3), 30-37.

Journal

Journal of Reading Education

Analysis

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

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

Research Approach

Activity Theory
Survey

Geographic Setting

Midwestern University

Institutional Context

University based

Certification Level

early childhood

Programatic Focus

early childhood education
Literacy Education

Research Location Context

Beginning literacy instruction course

Preservice Participants

Not stated

Preservice Sample Size

Other Participant Data

Inservice Teachers

Duration of Data Collection

Data Sources

Survey

Data Analysis Tools

Activity Theory Framework
Initial Coding (Strauss & Corbin, 1998)
Interactive analysis (Miles & Huberman, 1994)

Researcher Positionality

inside (staying their own students)

Research Questions

"What perceived discrepancies between university-priveleged literacy instruction and classroom-based literacy practices are articulated by pre-service teachers and by the in-service teachers with whom they are placed?" (p.31)
Is this research question explicit from the manuscript? Yes

"How do pre-service teachers and in-service teachers negotiate those discrepancies in the clinical experience?" (p.31)
Is this research question explicit from the manuscript? Yes