The palimpsest layers of pre-service teachers’ literacy autobiographies
Abstract
In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one’s development as a literate being. Using the tools of narrative analysis, we (a) examine these stories to understand the processes of literacy development through the experiences of learners’ storied lives; (b) seek to understand the impact that teachers’ literacy journeys have on their view of literacy and literacy education; and (c) explore what these literacy autobiographies reveal about the contributions of teacher reflection to pre-service teacher education. Our analysis points to the importance of personal relationships in the development of literacy, providing the context within which literacy practices give meaning to the literacy events active in the narrators’ lives. We also note a persistent view of traditional forms of literacy in contrast to pre-service teachers’ involvement in multiliteracies, and argue that this gap needs to be addressed in order to prepare teachers for the twenty-first century classroom. We also consider how reflection can be a more intentional aspect of pre-service teacher education to enhance pedagogy and learning.
Reference
Bokhorst-Heng, W. D., Flagg-Williams, J. B., & West, S. (2014). The palimpsest layers of pre-service teachers’ literacy autobiographies. Pedagogies, 9(4), 343-364. doi:10.1080/1554480X.2014.951652
Journal
Pedagogies: An International Journal
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
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
3
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
First, what do pre-service teachers’ reflective literacy autobiographies tell us about the processes of literacy development?
Is this research question explicit from the manuscript? Yes
Second, what impact do pre- service teachers perceive their own literacy journeys might have on their philosophy of literacy and literacy education?
Is this research question explicit from the manuscript? Yes
Third, what do these literacy autobiographies tell us about the process of teacher reflection as a genre and practice in pre-service teacher education?
Is this research question explicit from the manuscript? Yes