Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools

Abstract

The problem of secondary Teachers' resistance to becoming teachers of reading is well documented. Unfortunately, the dominant model for many courses and in-service presentations has been transmission—teacher educators presenting knowledge and strategies for improving adolescent literacy and then expecting preservice and practicing teachers to figure out the implementation part. This article describes an attempt to develop prospective Teachers' understandings of adolescent literacy knowledge and practice within the complicated contexts provided by urban schools. The premise of our programmatic efforts and research is that secondary teachers will find connections between adolescent literacy and their work if they are provided appropriate opportunities for their own learning in complicated school contexts.

Reference

Conley, M., Kerner, M., Reynolds, J.M. (2005).Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools. Action in Teacher Education, 27 (2), 22-32. http://dx.doi.org/10.1080/01626620.2005.10463380

Journal

Action in Teacher 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

programmatic research

Geographic Setting

Michigan State University

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

Urban Education

Research Location Context

field-based methods course
University

Preservice Participants

Undergraduates (liberal arts college program)

Preservice Sample Size

125

Other Participant Data

Teacher Educators

Duration of Data Collection

2 years

Data Sources

conversations among teacher educators
online discussions

Data Analysis Tools

Ethnographic analysis

Researcher Positionality

inside (staying their own students)
Inside (studying their own programs)

Research Questions

How can we construct a literacy-focused tutoring program for adolescents within a teacher program that is deeply embedded within the complexities of urban schooling?
Is this research question explicit from the manuscript? Yes