2PTL Category: Preservice teachers own literacy (experiences and practices).
Articles
- Abbate-Vaughn, J. (2007). The graduate writing challenge: A perspective from an urban teacher education program. Action in Teacher Research, 29, (2), 51-60. http://dx.doi.org/10.1080/01626620.2007.10463448
- Abrego, M., Rubin, R., Sutterby, J.A. (2006). They call me maestra: Preservice teachers' interactions with parents in a reading tutoring program. Action in Teacher Education, 28 (1), 3-12. http://dx.doi.org/10.1080/01626620.2006.10463563
- Agee, J. (2006). What Kind of Teacher Will/Be? Creating Spaces for Beginning Teachers' Imagined Roles. English Education, 38(3), 194-219.
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Akyol, H., & Ulusoy, M. (2010). Pre-service teachers’ use of reading strategies in their own readings and future classrooms. Teaching and Teacher Education, 26(4), 878–884.
- Al-Hazza, T. C. (2017). The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings. Teacher Development, 21(5), 704-721.
- Al-Hazza, T. C., & Lucking, R. (2012). An examination of preservice teachers' view of multiliteracies: Habits, perceptions, demographics and slippery slopes. Reading Improvement , 49(2), 59-72.
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Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research, 34(4), 429–464. https://doi.org/10.1207/s15548430jlr3404_3
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Araujo, J., Szabo, S., Raine, L., & Wickstrom, C. (2014). Bridging the stories of experience: Preservice teachers revise their thinking about writing and the teaching of writing in an undergraduate literacy course. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 225–238). Commerce, TX: Association of Literacy Educators and Researchers.
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Assaf, L. & López, M.M. (2015). Generative learning in a service-learning project and field-base teacher education program: Learning to become culturally responsive teachers. Literacy Research: Theory, Method, and Practice, 64, 323-338.
- Assaf, L. C. (2005). Exploring identities in a reading specialization program. Journal of Literacy Research, 37(2), 201-236. http://dx.doi.org/10.1207/s15548430jlr3702_4
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Austin, P. (2000). Literary pen pals: correspondence about books between university students and elementary students. Reading Horizons, 40(4), 273–294.
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Barnes, M. E. (2018). Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers. Journal of Adolescent & Adult Literacy, 62(1), 35-43
- Basmadjian, K. G. (2008). Watching what we say: Using video to learn about discussions. English Education, 41(1), 13-38.
- Batchelor, K. (2014). Re-Seeing revision with secondary English preservice teachers: A between-draft look at transmediation in the revision process. In P. Dunston, S.K. Fullerton, M.W. Cole, D. Herro, J.A. Malloy, P.M. Wilder, K.N. Headley (Eds.), The 63rd Yearbook of the Literacy Research Association, 281-294.
- Bintz, W., & Shake, M. (2005). From university to classrooms: A preservice teachers' writing portfolio program and its impact on instruction in teaching strategies for writing portfolios in the classroom. Reading Horizons, 45(3), 217-233.
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Bixler, J., Smith, S., & Henderson, S. (2013). Inviting teacher candidates into book talks: Supporting a culture of lifelong reading.” Reading Horizons 52 (3), 233–254.
- Boggs, M., & Golden, F. (2009). Insights: Literacy memories of preservice teachers self-reported categories of impact. Reading Matrix: An International Online Journal, 9(2), 211-223.
- 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
- Burbank, M. D., Kauchak, D., & Bates, A. J. (2010). Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study. New Educator, 6(1), 56-73.
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Burley, S. (2003). Preparing future English teachers: The use of personal voice in developing English student teachers’ identities as language teachers. English Teaching: Practice & Critique (University of Waikato), 2(1), 54–135.
- Burnett, C., Daniels, K., Gray, L., Myers, J., & Sharpe, S. (2015). Investigating student teachers’ presentations of literacy and literacy pedagogy in a complex context. Teacher Development: An International Journal of Teachers' Professional Development. 19(3), 275-293.
- Butaud, G. & Raymond, R. (2014). Inside view: A look at literature circles from the preservice teacher’s perspective. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 239-259). Louisville, KY: ALER.
- Clark, C., & Medina, C. (2000). How reading and writing literacy narratives affect preservice teachers' understandings of literacy, pedagogy and multiculturalism. Journal of Teacher Education, 51(1), 63-76.
- Colwell, J., & Hutchison, A. C. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57(1), 5-25.
- Collier, J. K. (2006). Defining literacy self images: Using digital storytelling to empower preservice reading teachers as strategic problem solvers. In A. Heron-Hruby (Ed.), The 26th Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
- Collins, F. M. (2005). ‘‘She’s sort of dragging me into the story!’’ Student teachers’ experiences of reading aloud in Key Stage 2 classes. Literacy, 39(1), 10-17.
- Colwell, J., Hutchinson. A., & Reinking, D. (2012). Using blogs to promote literary response during professional development. Language Arts, 89(4), 232-243.
- Copeland, S. R., Keefe, E. B., Calhoo, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: faculty experiences and perceptions. Research & Practice for Persons with Severe Disabilities, 36(3/4), 126-141.
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Daisey, P. (2013). Secondary preservice teachers’ beliefs and experiences toward Sustained Silent Reading (SSR) in a content area literacy course. 35th Yearbook of the Association of Literacy Educators and Researchers, 275-293.
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Daisey, P. (2008). Using drawings by secondary preservice teachers to study their writing process and apprehension. In M. M. Foote, S. Szabo, F. Falk-Rose, & M. B. Sampson (Eds.), The Twenty-Ninth Yearbook A Peer Reviewed Publication of The College Reading Association (Vol. 29, pp. 201–218). Commerce, TX: College Reading Association.
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Daisey, P. (2009). The reading experiences and beliefs of secondary pre-service teachers. Reading Horizons 49 (2), 167–90.
- Daisey, P. (2010). Secondary preservice teachers remember their favorite reading experiences: Insights and implications for content area instruction. Journal of Adolescent & Adult Literacy, 53(8), 678–687.
- Daisey, P. (2009). The Writing Experiences and Beliefs of Secondary Teacher Candidates. Teacher Education Quarterly, 36(4), 157-172.
- Damico, N., & Krutka, D. G. (2018). Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers. Teaching and Teacher Education, 73, 109-119.
- Davila, D. (2011). "White People Don't Work at McDonald's" and Other Shadow Stories from the Field: Analyzing Preservice Teachers' Use of Obama's Race Speech to Teach for Social Justice. English Education, 44(1), 13-50.
- Davis, B., Key, T., & Peterson, K. (2017). Summer literacy: A school/university partnership that benefits young learners and beginning teachers. Literacy Practice & Research, Spring/Summer, 28-33.
- Doorn, K. & Schumm, J.S. (2013). Attitudes of Pre-Service Teachers Regarding Linguistic Diversity in the General Education Classroom. Journal of Reading Education, 38 (3), 28-37.
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Draper, M. C., Barksdale-Ladd, M. A., & Radencich, M. C., 1952-1998. (2000). Reading and writing habits of preservice teachers. Reading Horizons, 40(3), 185–203.
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Erdogan, T. (2013).The effect of creative drama method on pre-service classroom teachers’ writing skills and attitudes towards writing. australian journal of teacher education, 38(1). http://dx.doi.org/10.14221/ajte.2013v38n1.5
- Estrada, K., & Grady, K. (2011). Reflective inquiry and pre-service teachers’ conceptions of content area literacies. Reflective Practice, 12(6), 749-762.
- Fisher, A. T. (2011). Creating an articulate classroom: Examining pre-service teachers' experiences of talk. Language and Education , 25(1), 33-47. doi: 10.1080/09500782.2010.519775
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Flint, A. S., Van Sluys, K., Lo, Y. G., & East, D. (2002). I never thought a first grader could teach me how to write: Examining beliefs and posiitons in author’s circles. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch, & J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 164–175). Oak Creek, WI: National Reading Conference.
- Gallavan, N., Bowles, F.A., Young, C.T. (2012). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29 (2), 61-69. http://dx.doi.org/10.1080/01626620.2007.10463449
- Garcia, A., & O'Donnell-Allen, C. (2016). Wobbling with writing: Challenging existing paradigms of secondary writing instruction and finding new possibilities. Literacy Research: Theory, Method and Practice, 65, 348-364.
- Gardner, P. (2014). Becoming a teacher of writing: Primary student teachers reviewing their relationship with writing. English in Education, 48(2), 128-148.
- Gerla, J. (2010). Madelyn, a preservice teacher becomes a writer. Southeastern Teacher Education Journal, 3(1), 131–140.
- Gibson, K. M. (2010). Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning. Issues in Teacher Education, 19(1), 109-120.
- Grisham, D. (2001). Developing preservice teachers' perspectives on reader response. Reading Horizons, 41(4), 211-238.
- Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364.
- Gupta, R. (2004). Old habits die hard: Literacy practices of pre-service teachers. Journal of Education for Teaching, 30(1), 67-78.
- Haddix, M. (2010). No longer on the margins: Researching the hybrid literate identities of Black and Latina preservice teachers. Research in the Teaching of English, 97-123.
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Hadjioannou, X., & Hutchinson, M. C. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice & Critique (University of Waikato), 9(3), 90–105.
- Hallman, H. L., & Burdick, M. N. (2011). Service learning and the preparation of English teachers. English Education, 43(4), 341-368.
- Harper, H. & Rennie, J. (2009). I had to go out and get myself a book on grammar’: A study of pre-service teachers’ knowledge about language. Australian Journal of Language & Literacy, 32(1), 22-37.
- Helfrich, S. (2012). Incorporating Tutoring Experiences in Teacher Education: Benefits to Pre-Service Teachers and Suggestions for Teacher Educators. Journal of Reading Education, 37 (3), 40-48.
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Heydon, R., & Hibbert, K. (2010). “Relocating the Personal” to engender critically reflective practice in pre-service literacy teachers. Teaching and Teacher Education, 26(4), 796–804. http://dx.doi.org/10.1016/j.tate.2009.10.016
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Honan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2013). Rethinking the literacy capabilities of pre-service primary teachers in testing times. Australian Journal of Teacher Education, 38(10), 48-63.
- Howrey, S. (2016). Preparing Pre-service Teachers for TPCK in the Reading Content Area: Insights from an Action Research Study. Literacy Practice & Research, 41(2), 13-21.
- Hsieh, B. (2017). Exploring Evolving Role (s) of Literacy in Secondary Preservice Teachers’ Work: A Comparative Case Study. Literacy Research and Instruction, 56(4), 342-361.
- Huang, S. (2017). Reading practices of pre-service teachers in the United States. Reading Psychology, 38(6), 580-603.
- Hughes, J., & Dymoke, S. (2011). “Wiki-Ed Poetry”: Transforming preservice teachers’ preconceptions about poetry and poetry teaching. Journal of Adolescent & Adult Literacy, 55(1), 46–56.
- Hundley, M., & Holbrook, T. (2013). Set in stone or set in motion? Multimodal and digital writing with preservice English teachers. Journal of Adolescent & Adult Literacy, 56(6), 500–509.
- Hunter, J. D., Silvestri, K. N., & Ackerman, M. L. (2018). ''Feeling like a different kind of smart'': Twitter as digital literacy mediates learning for urban youth and literacy specialist candidates. School-University Partnerships, 11(1), 36-45
- Hurford, D. P., Fender, A. C., Swigart, C. C., Hurford, T. E., Hoover, B. B., Butts, S. R., ... & Wilber, L. M. (2016). Pre-service teachers are competent in phonological processing skills: How to teach the science of reading. Reading Psychology, 37, 885-916.
- Jacobs, K. B. & Low, D. E. (2017). Critical questioning in and beyond the margins: Teacher preparation students’ multimodal inquiries into literacy assessment. English Education, 49(3), 226-264.
- Johnson, A. (2010). Rachel’s literacy stories: unpacking one preservice teacher’s moral perspectives on literacy teaching. Teachers and Teaching: Theory and Practice, 16(1), 97-109.
- Johnson, A. S. (2008). The moral of the story: Agency in preservice teachers' literacy stories. English Education, 40(2), 122-144.
- Larson, L. C. (2012). It's time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent & Adult Literacy, 56(4), 280–290.
- Lassonde, C., Stearns, K., & Dengler, K. (2005). What are you reading in book groups? Developing reading lives in teacher candidates. Action in Teacher Education, 27 (2), 43. http://dx.doi.org/53. 10.1080/01626620.2005.1046338
- Latham, G., & Faulkner, J. (2013). Teachers of reading: Where new narratives in the virtual inform practice. Australian Journal of Language and Literacy, The, 36(1), 56.
- Lenski, S.D. Reflections on being biliterate: Lessons from paraprofessionals, (2007). Action in Teacher Education, 28 (4), 104-113. http://dx.doi.org/10.1080/01626620.2007.10463433
- Lesley, M. (2011). Understanding Resistance: Preservice Teachers’ Discourse Models of Struggling Readers and School Literacy Tasks. Journal of Adolescent & Adult Literacy, 55(1), 25–34.
- Lindsey, T. P. (2000). Responding to the call to care with pre-service teachers. Reflective Practice, 1(2), 269-282.
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MacPhee, D. d., & Sanden, S. s. (2016). Motivated to Engage: Learning from the Literacy Stories of Pre-service Teachers. Reading Horizons, 55(1), 16-38.
- Macken-Horarik, M., Devereux, L., Trimpingham-Jack, C., & Wilson, K. (2006). Negotiating the territory of tertiary literacies: A case study of teacher education. Linguistics and Education, 17, 240-257. http://dx.doi.org/10.1016/j.linged.2006.11.001
- Magee, P. A., & Leeth, J. H. (2014). Using transmediation in elementary preservice teacher education. Journal of Adolescent & Adult Literacy, 58(4), 327–336.
- Marsh, J. P., Lammers, J. C., & Alvermann, D. E. (2012). Quality assurance in online content literacy methods courses. Literacy Research and Instruction,51(3), 233-253.
- Matanzo, J. B., & Harris, D. L. (1999). Encouraging metacognitive awareness in preservice literacy courses. Yearbook of the College Reading Association, 21, 201-225.
- Mathers, B. G., Bnson, S.K., & Newton, E. (2006). “The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing. Journal of Adolescent and Adult Literacy, 50(4), 290-297. http://dx.doi.org/10.1598/JAAL.50.4.5
- Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.
- McLean, C. A., & Rowsell, J. (2013). (Re) designing literacy teacher education: a call for change. Teaching Education, 24(1), 1-26.
- McVee, M. B., Bailey, N. M., & Shanahan, L. E. (2008). Teachers and teacher educators learning from new literacies and new technologies. Teaching Education, 19(3), 197-210.
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Mein, M. & Wandermurem, L. (2013). Tracing the multiliterate identities of pre-service teachers in the U.S.-Mexico border. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, A.H. Cole, D. Herro & K.N. Headley (Eds.), The 62nd Yearbook of the Literacy Research Association (pp. 345-359). Altamante Springs, FL: Literacy Research Association.
- Mendelowitz, B. (2017). Conceptualising and enacting the critical imagination through a critical writing pedagogy. English Teaching: Practice & Critique, 16(2), 178–193. https://doi.org/10.1108/ETPC-08-2016-0102
- Modla, V., McGeehan, C., & Lewinski, K. (2014). Swimming in Shallow Waters Promoting Deep Comprehension through Strategy Instruction. Journal Of Reading Education, 39(3), 22-28.
- Moon, B. (2014). The literacy skills of secondary teaching undergraduates: Results of diagnostic testing and a discussion of findings. Australian Journal of Teacher Education, 39(12) 111-130. http://dx.doi.org/10.14221/ajte.2014v39n12.8
- Moore, R. A., & Seeger, V. (2009). Dear sincerely: Exploring literate identities with young children and preservice teachers through letter writing. Literacy Research and Instruction, 48(2), 185-205.
- Morawski, C. M., Rottmann, J., Afrakomah, E., Balatti, E., Christens, M., & Kellar, L. (2016). Journaling the art of teaching: Multimodal responding for narrative inquiry. Australian Journal of Teacher Education, 41(1), 9.
- Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365.
- Mosley, M. (2010). 'That really hit me hard': Moving beyond passive anti-racism to engage with critical race literacy pedagogy. Race Ethnicity and Education, 13(4), 449-471.
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Mosley, M., & Rogers, R. (2011). Inhabiting the “tragic gap”: Pre-service teachers practicing racial literacy. Teaching Education, 22(3), 303–324. http://doi.org/10.1080/10476210.2010.518704
- Murillo, L. A. (2010). Local literacies as counter-hegemonic practices: Deconstructing anti-Spanish ideologies in the Rio Grande Valley. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 59th yearbook of the National Reading Conference (pp. 276-287). Oak Creek: WI: National Reading Conference.
- Murnen, T. J. (2005). The reading practices of pre-service teachers: On becoming critical consumers. In B. Schlagal (Ed.), The 25th Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
- 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.
- Nathanson, S., Pruslow, J., & Levitt, R. (2008). The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers Results of a Questionnaire Survey. Journal of Teacher Education, 59(4), 313-321.
- Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction
. Teacher Education Quarterly, 32(1), 25-40.
- Oboler, E. S., & Gupta, A. (2010). Emerging theoretical models of reading through authentic assessments among preservice teachers: Two case studies. Reading Matrix: An International Online Journal, 10(1).
- Papola-Ellis, A. (2016). “It’s just too sad!”: Teacher candidates’ emotional resistance to picture books. Reading Horizons, 55 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss2/2
- Park, G., Rinke, C., & Mawhinney, L. (2016). Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates. Teacher Development, 20(5), 648-666.
- Perkins, M. (2013). Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36(3), 293-306.
- Poldner, E., Van der Schaaf, M., Simons, P.R-J., Van Tartwijk, & Wijngaards, G. (2014). Assessing student teachers' reflective writing through quantitative content analysis. European Journal of Teacher Education, 37(3), 348–373,
http://dx.doi.org/10.1080/02619768.2014.892479
- Pytash, K. E. (2013). Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide. Journal of Adolescent & Adult Literacy, 56(6), 470–479.
- Riley, K., & Crawford-Garrett, K. (2016). Critical texts in literacy teacher education: Living inquiries into racial justice and immigration. Language Arts, 94(2), 94.
- Riley, K., & Crawford-Garrett, K. (2015). Reading the world while learning to teach: Critical perspectives on literacy methods. Teacher Education Quarterly, 42(3), 59-79.
- Risko, V., Roskos, K., & Vukelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149-175. http://dx.doi.org/10.1080/19388070209558363
- Ruiz, A. M., & Many, J. E. (2009). Are they ready to teach students how to do research? An examination of secondary teacher education programs. In R. T. Jiménez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 58th Yearbook of the National Reading Conference (p. 144). Oak Creek, WI: National Reading Conference.
- Rush, L. S., & Fecho, B. (2008). When figured worlds collide: Improvisation in an inquiry classroom. Teaching Education, 19(2), 123-136.
- Sanden, S. (2016). Negotiating discrepancies: Literacy instruction in the university classroom and the primary classroom. Literacy Practice & Research, 41(3), 30-37.
- Sherry, M. B. (2017). Prospective English teachers learn to respond to diversity in students' writing through the student writing archive project (SWAP). English Education, 49(4). 347-376.
- Skaar, H., Elvebakk, L., & Nilssen, J. H. (2018). Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences. Teaching and Teacher Education, 69, 312-323.
- Skerrett, A. (2010). Lolita, Facebook, and the third space of literacy teacher education. Educational Studies, 46(1), 67-84.
- Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly, 41(4), 29-52.
- Soboleski, P. (2011). “This They Believe”: An examination of the texts pre-service teachers know and how they know them. The 31st Yearbook of the American Reading Forum. Retrieved from: http://americanreadingforum.org/yearbook/11_yearbook/volume11.htm
- Spear-Swerling, L., & Brucker, P. O. (2003). Teachers’ acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72-103.
- Spear-Swerling, L. (2009). A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders. Journal of Learning Disabilities. 42(5), 431-443.
- Staples, J. M. (2013). Reading popular culture narratives of disease with pre-service teachers. Teacher Education Quarterly, 40(4), 27-40.
- Street, C. (2003). Pre-service teachers' attitudes about writing and learning to teach writing: Implications for teacher educators
. Teacher Education Quarterly, 30(3), 33-50.
- Strong-Wilson, T., Johnston, I., Wiltse, L., Burke, A., Phipps, H., & Gonzalez, I. (2014). Reverberating chords: Implications of storied nostalgia for borderland discourses in pre-service teacher identity. Teachers and Teaching: Theory and Practice, 20(4), 394-409.
- Sulentic-Dowell,M.M., Beal, G.D., & Capraro, R.M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-servicereachers?, Reading Psychology, 27:2-3, 235-255, DOI: 10.1080/02702710600642509
- Tsang, W. (2003). Journaling from internship to practice teaching. Reflective Practice, 4(2), 221-240.
- Van Sluys, K., Laman, T. T., Legan, N., & Lewison, M. (2005). Critical literacy and preservice teachers: Changing definitions of what it might mean to read. Journal of Reading Education, 31(1), 13-22.
- Vassilaki, E. (2017). Reflective writing, reflecting on identities: The construction of writer identity in student teachers’ reflections. Linguistics and Education, 42, 43-52. https://doi.org/10.1016/j.linged.2017.08.001
- Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
- Walker-Dalhouse, D., Sibley, C. H., Dalhouse, A.D., Nagwabi, R.C., & Selzler, K. (2011). Reading Engagement of Preservice Teachers:Impact of a reading-aloud initiative, Journal of Reading Education, 37 (1), 33 - 39.
- Whitin, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education, 38(2), 123-145.
- Williams, B., May, L. A., & Williams, R. F. (2012). Flowers, fruits, & fingers: Preservice teachers write about difficult topics for a child audience. Multicultural Education, 19(3), 27-33.
- Wolf, S. A., Ballentine, D., & Hill, L. A. (2000). “Only connect!”: Cross-cultural connections in the reading lives of preservice teachers and children. Journal of Literacy Research, 32(4), 533-569.
- Xu, H. (2000). Preservice teachers integrate understandings of diversity into literacy instruction: An adaptation of the ABC’s model. Journal of Teacher Education, 51(2), 135-142.
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Yeh, H.-T., & Cheng, Y.-C. (2010). The influence of the instruction of visual design principles on improving pre-service teachers’ visual literacy. Computers & Education, 54, 244–252. http://doi.org/10.1016/j.compedu.2009.08.008
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Zimmerman, B.S., Morgan, D.N., Kidder-Brown, M.K., Batchelor, K.E. (2012). Exploring poetry writing in a methods course: Changes in preservice teachers’ identities as teachers of writing. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, & P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (145-157). Oak Creek, WI: Literacy Research Association.
- Zimmerman, B. S., Morgan, D. N., & Kidder-Brown, M. K. (2014). The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing. Action in Teacher Education, 36(2), 141-156. http://dx.doi.org/10.1080/01626620.2014.898598