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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
- Literacy Education
Research Location Context
- Beginning literacy instruction course
Preservice Participants
Preservice Sample Size
28
Other Participant Data
Duration of Data Collection
Data Sources
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