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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
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
14
Duration of Data Collection
Data Sources
- Interviews
- journal entries
- Unit plans
Data Analysis Tools
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