The Emergence of reading literacy in post-primary teacher education: from the background to the foreground
Abstract
While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened
Reference
Murphy, B., Conway, P. F., Murphy, R. & Hall, K. (2014) The emergence of reading literacy in post-primary teacher education: from the background to the foreground. European Journal of Teacher Education, 37(3), 331-347.
Journal
European Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
- interpretive
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
17
Duration of Data Collection
Data Sources
Data Analysis Tools
- Phenomenological approach
Researcher Positionality
- Inside (studying their own practices)
Research Questions
(What are) “ the understandings of literacy generally, as well as the specific understandings pertaining to adolescent literacy, among the surveyed student teachers.”
Is this research question explicit from the manuscript? Yes
(What are) “the cross-curricular pedagogical practice with respect to adolescent literacy espoused and implemented by the student teachers in their placement school classrooms throughout their ITE year.
Is this research question explicit from the manuscript? Unknown