Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model

Abstract

Toward understanding the development of critical reflective practices in Alternative Licensed Literacy Teacher (ALLT) preparation, the researcher (through self-study) introduced explicit instruction into two literacy-related methods classes of 44 elementary and secondary teachers seeking certification. Using artifacts from the course tasks, including reflective papers and responses, as well as responses to the teachers' video teaching evidence, the researcher/course instructor used thematic analysis to identify patterns of "ideas, concepts, argument chains, and topics of discussion" (p. 179). Based on representative samples the findings indicated that participants critiqued and questioned their own practices, made connections between teaching literacy and the wider society, and articulated general literacy teaching/learning principles that informed their specific situations and contexts of practice.

Reference

Ajayi, L. (2011). Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model. Teacher Education Quarterly, 38(3), 169-189.

Journal

Teacher Education Quarterly

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

Self-Study

Geographic Setting

southern California

Institutional Context

Certification Level

Elementary
Secondary

Programatic Focus

Critical Literacy (transforming practices)

Research Location Context

University

Preservice Participants

Post bachs (alternative cert program)

Preservice Sample Size

Duration of Data Collection

4 to 6 months

Data Sources

Reading Responses
student reflections
Video

Data Analysis Tools

Constant comparative analysis
Thematic analysis

Researcher Positionality

inside (staying their own students)

Research Questions

In what ways do ALLTs critique and question their own practice?
Is this research question explicit from the manuscript? Yes

What connections do they make between learning to teach literacy and th wider society?
Is this research question explicit from the manuscript? Unknown

In what ways do the participants articulate literacy teaching and learning principles that inform their specific situations and contexts of practice?
Is this research question explicit from the manuscript? Unknown