CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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Teacher development

  • 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.
  • 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.
  • Gunn, A., & King, J. (2015).  Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers.  Teacher Development, 19(2), 168-185.
  • Johnson, G. (2001).  Accounting for pre-service teachers' use of visual metaphors in narratives.  Teacher Development: An International Journal of Teachers' Professional Development, 5(1), 119-140.
  • 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.
  • Phillips, D. K., & Larsonb, M. L. (2009). Embodied discourses of literacy in the lives of two preservice teachers. Teacher Development,13(2), 135-146. doi:10.1080/13664530903043962
  • Shelton, N. R., & McDermott, M. (2010). Using literature and drama to understand social justice. Teacher Development, 14(1), 123-135. doi:10.1080/13664531003696683
  • Ticknor, A., & Cavendish, L. (2015).  Bonded relationships: Supporting pre-service teachers to develop confidence and competency as elementary literacy educators.  Teacher Development, 19(4), 520-534.

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The Literacy Research Association provided pilot funding for portions of this project.