Preservice teachers planning for critical literacy teaching

Abstract

This case reflects a yearlong project I, as the instructor of an Advanced Methods course, conducted with my students to help them plan and implement critical literacy units in their high school and middle school student teaching placements. To do so, I assigned student teachers to explore notions of critical literacy (including resistant reading, marginalized perspectives, and social action projects) and then use these methods to create and teach critical literacy units over two semesters. Students then uploaded these units, along with their reflections, to electronic portfolios. This research explores how these student teachers defined critical literacy for themselves and then planned, implemented, and reflected on their units.

Reference

Wolfe, P. (2010). Preservice teachers planning for critical literacy teaching. English Education, 42(4), 368-390.

Journal

English 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

Qualitiative

Geographic Setting

Midwestern University

Institutional Context

University based

Certification Level

Middle
Secondary

Programatic Focus

Critical Literacy (transforming practices)
Multicultural
social justice

Research Location Context

field-based methods course

Preservice Participants

2 year undergraduate program

Preservice Sample Size

Duration of Data Collection

1 year

Data Sources

Interviews
journal entries
Unit plans

Data Analysis Tools

Thematic analysis

Researcher Positionality

inside (staying their own students)

Research Questions

How do these student teachers define critical literacy for themselves?
Is this research question explicit from the manuscript? Combination

How do these student teachers plan, implement, and reflect on units that incorporate a substantial critical literacy component?
Is this research question explicit from the manuscript? Combination