Pub Date : 2023-02-21DOI: 10.1080/01626620.2023.2180111
S. Putman, A. Cash, Drew Polly
ABSTRACT Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship in culturally- and linguistically-diverse elementary schools on self-efficacy for culturally responsive teaching. The results indicated candidates who participated in the internship demonstrated differences in self-efficacy for culturally responsive teaching that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences with focused opportunities for mastery experiences and relationship-building.
{"title":"Development of Teacher Education Candidates’ Self-Efficacy for Culturally Responsive Teaching Through Extended Clinical Experiences","authors":"S. Putman, A. Cash, Drew Polly","doi":"10.1080/01626620.2023.2180111","DOIUrl":"https://doi.org/10.1080/01626620.2023.2180111","url":null,"abstract":"ABSTRACT Teacher self-efficacy is a construct that exerts a powerful influence on the behaviors of teachers. Yet, few studies have been conducted examining the impact of contextual structures within educator preparation programs on the development of general and domain-specific teaching efficacy. This study investigated the impact of an embedded internship in culturally- and linguistically-diverse elementary schools on self-efficacy for culturally responsive teaching. The results indicated candidates who participated in the internship demonstrated differences in self-efficacy for culturally responsive teaching that were significantly different in comparison to candidates who completed the traditional teacher education program. Implications are discussed as related considerations for teacher education programs as they seek to structure clinical experiences with focused opportunities for mastery experiences and relationship-building.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42571267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.1080/01626620.2023.2175739
Bogum Yoon
ABSTRACT There has been growing evidence suggesting that collaboration between content teachers and English as a second language (ESL) teachers is crucial for multilingual learners’ (MLLs) equitable learning experiences. What is lacking is more nuanced analyses of teacher collaboration in the classroom context. This article reports on the findings of a qualitative case study to address the nuanced contexts through the voices and actions of participant teachers and students. It focuses on the teachers’ roles in supporting MLLs and the elements involved in an effective collaborative partnership through the perspectives of an English language arts teacher and an ESL teacher in a middle school setting. Findings suggest that joint teacher presence can be achieved if both teachers recognize their overall role to support MLLs’ successful language and content learning. Despite the limited time for planning lessons together, the teachers attempted to overcome the challenge by leveraging their professional capital, enacting their agency, and taking a flexible form of collaboration. This study refines existing findings that there is an uneven power structure between content teachers and ESL teachers and provides teacher education programs with suggestions and future directions for effective collaboration for MLLs.
{"title":"Classroom Study of Teacher Collaboration for Multilingual Learners: Implications for Teacher Education Programs","authors":"Bogum Yoon","doi":"10.1080/01626620.2023.2175739","DOIUrl":"https://doi.org/10.1080/01626620.2023.2175739","url":null,"abstract":"ABSTRACT There has been growing evidence suggesting that collaboration between content teachers and English as a second language (ESL) teachers is crucial for multilingual learners’ (MLLs) equitable learning experiences. What is lacking is more nuanced analyses of teacher collaboration in the classroom context. This article reports on the findings of a qualitative case study to address the nuanced contexts through the voices and actions of participant teachers and students. It focuses on the teachers’ roles in supporting MLLs and the elements involved in an effective collaborative partnership through the perspectives of an English language arts teacher and an ESL teacher in a middle school setting. Findings suggest that joint teacher presence can be achieved if both teachers recognize their overall role to support MLLs’ successful language and content learning. Despite the limited time for planning lessons together, the teachers attempted to overcome the challenge by leveraging their professional capital, enacting their agency, and taking a flexible form of collaboration. This study refines existing findings that there is an uneven power structure between content teachers and ESL teachers and provides teacher education programs with suggestions and future directions for effective collaboration for MLLs.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1080/01626620.2023.2174203
Hyonsuk Cho, Annie Chou, Peter D. Wiens
ABSTRACT Teachers’ perceptions guide their instructional decisions and interactions with their students. Given the increasing number of Emergent Bilingual (EB) students and the more acceptance of multilingual language ideologies in the social and political contexts, there is an urgency to examine teachers’ beliefs about EB students and to train teachers to teach students from the pluralist perspective. This paper examines the language ideologies of teacher education students and how their language ideologies are related to their backgrounds, their attitudes about the engagement of the EB students and their families, and their perceived responsibility to teach EB students. The survey responses of 235 teacher education students were analyzed using descriptive statistics, regression, and correlation. The participants held more multilingual and heteroglossic beliefs about bilingualism. Their language ideologies were significantly related to their attitudes toward EBs and their families and their perceived teacher responsibility. Race was the only variable that demonstrated a statistically significant relationship with monoglossic or heteroglossic beliefs. We discuss how teacher educators address heteroglossic language ideologies in their programs to help teacher education students create inclusive and asset-oriented learning environments.
{"title":"Teacher Education Students’ Perceptions About Bilingualism and Emergent Bilingual Students","authors":"Hyonsuk Cho, Annie Chou, Peter D. Wiens","doi":"10.1080/01626620.2023.2174203","DOIUrl":"https://doi.org/10.1080/01626620.2023.2174203","url":null,"abstract":"ABSTRACT Teachers’ perceptions guide their instructional decisions and interactions with their students. Given the increasing number of Emergent Bilingual (EB) students and the more acceptance of multilingual language ideologies in the social and political contexts, there is an urgency to examine teachers’ beliefs about EB students and to train teachers to teach students from the pluralist perspective. This paper examines the language ideologies of teacher education students and how their language ideologies are related to their backgrounds, their attitudes about the engagement of the EB students and their families, and their perceived responsibility to teach EB students. The survey responses of 235 teacher education students were analyzed using descriptive statistics, regression, and correlation. The participants held more multilingual and heteroglossic beliefs about bilingualism. Their language ideologies were significantly related to their attitudes toward EBs and their families and their perceived teacher responsibility. Race was the only variable that demonstrated a statistically significant relationship with monoglossic or heteroglossic beliefs. We discuss how teacher educators address heteroglossic language ideologies in their programs to help teacher education students create inclusive and asset-oriented learning environments.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/01626620.2022.2157906
Logan Rutten, Rachel Wolkenhauer
ABSTRACT Teacher education programs worldwide have adopted the goal of promoting an inquiry stance among teacher candidates. Such programs commonly ground teacher candidates’ clinical practice in practitioner inquiry – a cyclical, systematic, and intentional process supported by inquiry communities. While democratic and justice-oriented purposes are theoretically central to the inquiry stance construct, little empirical evidence exists to illustrate how teacher candidates understand their own purposes for inquiring. This article describes the purposes espoused by six teacher candidates as they conducted practitioner inquiry in a clinically rich teacher education program. The teacher candidates exhibited five overlapping purposes for inquiring: process completion purpose, learning purpose, instrumental/efficiency purpose, social change purpose, and responsive purpose. Teacher candidates seldom connected their inquiries to any broader vision of a just, democratic society. While additional research is needed, this study’s findings suggest that understanding how teacher candidates understand inquiry’s purposes could assist teacher educators in developing teacher candidates’ inquiry stances.
{"title":"What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry","authors":"Logan Rutten, Rachel Wolkenhauer","doi":"10.1080/01626620.2022.2157906","DOIUrl":"https://doi.org/10.1080/01626620.2022.2157906","url":null,"abstract":"ABSTRACT Teacher education programs worldwide have adopted the goal of promoting an inquiry stance among teacher candidates. Such programs commonly ground teacher candidates’ clinical practice in practitioner inquiry – a cyclical, systematic, and intentional process supported by inquiry communities. While democratic and justice-oriented purposes are theoretically central to the inquiry stance construct, little empirical evidence exists to illustrate how teacher candidates understand their own purposes for inquiring. This article describes the purposes espoused by six teacher candidates as they conducted practitioner inquiry in a clinically rich teacher education program. The teacher candidates exhibited five overlapping purposes for inquiring: process completion purpose, learning purpose, instrumental/efficiency purpose, social change purpose, and responsive purpose. Teacher candidates seldom connected their inquiries to any broader vision of a just, democratic society. While additional research is needed, this study’s findings suggest that understanding how teacher candidates understand inquiry’s purposes could assist teacher educators in developing teacher candidates’ inquiry stances.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/01626620.2022.2161245
Amanda M. Rudolph, Nancy P. Gallavan
{"title":"Editor’s Notes","authors":"Amanda M. Rudolph, Nancy P. Gallavan","doi":"10.1080/01626620.2022.2161245","DOIUrl":"https://doi.org/10.1080/01626620.2022.2161245","url":null,"abstract":"","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/01626620.2022.2158389
A. Hipkiss, S. Windsor
ABSTRACT In Sweden, although all teacher education programs require the completion of the practicum, little focus has been placed on consistent evaluation of how content knowledge is included and built during practicum lessons, or how lesson planning and teaching are aligned. This article presents a novel method for teacher educators, mentors, and student teachers to engage in knowledge focused post-lesson conversations as well as for supervisors to understand student teachers’ lesson planning and subsequent teaching in the practicum period. This research utilized semantic profiling as a method to provide a knowledge-focus for learning during the practicum period. Semantic profiling provides a visualization of how student teachers’ lesson plans and delivered lessons allow for cumulative knowledge-building. The plotting and analysis of 54 semantic profiles, based on lesson plans and in-situ observations, suggest that the more knowledge-driven lesson plans also provided better opportunities for school students to engage in cumulative knowledge-building during delivered lessons. The semantic profiling tool made visible how planned content knowledge was delivered in class to both teacher educator observers and student teachers and stimulated rich practice-focused conversations, suggesting the method to be used across teacher education departments for a shared approach to practicum discussions and evaluations.
{"title":"Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons","authors":"A. Hipkiss, S. Windsor","doi":"10.1080/01626620.2022.2158389","DOIUrl":"https://doi.org/10.1080/01626620.2022.2158389","url":null,"abstract":"ABSTRACT In Sweden, although all teacher education programs require the completion of the practicum, little focus has been placed on consistent evaluation of how content knowledge is included and built during practicum lessons, or how lesson planning and teaching are aligned. This article presents a novel method for teacher educators, mentors, and student teachers to engage in knowledge focused post-lesson conversations as well as for supervisors to understand student teachers’ lesson planning and subsequent teaching in the practicum period. This research utilized semantic profiling as a method to provide a knowledge-focus for learning during the practicum period. Semantic profiling provides a visualization of how student teachers’ lesson plans and delivered lessons allow for cumulative knowledge-building. The plotting and analysis of 54 semantic profiles, based on lesson plans and in-situ observations, suggest that the more knowledge-driven lesson plans also provided better opportunities for school students to engage in cumulative knowledge-building during delivered lessons. The semantic profiling tool made visible how planned content knowledge was delivered in class to both teacher educator observers and student teachers and stimulated rich practice-focused conversations, suggesting the method to be used across teacher education departments for a shared approach to practicum discussions and evaluations.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/01626620.2022.2158390
W. Gardiner, Tierney B. Hinman, Amy Tondreau, Sophie Degener, Tess M. Dussling, E. Stevens, Nance S. Wilson, K. White
ABSTRACT Niceness is a socialized disposition, particularly amongst white women, that prioritizes comfort and neutrality while preventing resistance against oppressive systems. Given the demographics of teachers and teacher educators, niceness and whiteness are deeply embedded in programs and institutions. As eight white, female teacher educators, we drew on the power of cross-institutional collaboration to form a self-study community of practice with the purpose of interrogating and dismantling the ways niceness and whiteness function in our teaching and teacher institutions and create barriers to centering equity and justice. Findings indicated that collaboration helped us identify how niceness shaped and continues to shape our teaching and teacher identities, particularly how we navigate difficult conversations, think about our roles as teacher educators, and imagine literacy curricula. Findings also indicated that despite efforts to recognize and interrupt niceness and whiteness, our growth was nonlinear, and we find that constant vigilance and reflection is necessary. Implications for the broader field of education include the power of self-study for disrupting niceness and whiteness in teacher education and orienting the community toward action through mutual support and accountability, while also recognizing the ways in which niceness continues to function as a barrier for enacting change for social justice.
{"title":"When “Nice” Isn’t: Confronting Niceness and Whiteness to Center Equity in Teacher Education","authors":"W. Gardiner, Tierney B. Hinman, Amy Tondreau, Sophie Degener, Tess M. Dussling, E. Stevens, Nance S. Wilson, K. White","doi":"10.1080/01626620.2022.2158390","DOIUrl":"https://doi.org/10.1080/01626620.2022.2158390","url":null,"abstract":"ABSTRACT Niceness is a socialized disposition, particularly amongst white women, that prioritizes comfort and neutrality while preventing resistance against oppressive systems. Given the demographics of teachers and teacher educators, niceness and whiteness are deeply embedded in programs and institutions. As eight white, female teacher educators, we drew on the power of cross-institutional collaboration to form a self-study community of practice with the purpose of interrogating and dismantling the ways niceness and whiteness function in our teaching and teacher institutions and create barriers to centering equity and justice. Findings indicated that collaboration helped us identify how niceness shaped and continues to shape our teaching and teacher identities, particularly how we navigate difficult conversations, think about our roles as teacher educators, and imagine literacy curricula. Findings also indicated that despite efforts to recognize and interrupt niceness and whiteness, our growth was nonlinear, and we find that constant vigilance and reflection is necessary. Implications for the broader field of education include the power of self-study for disrupting niceness and whiteness in teacher education and orienting the community toward action through mutual support and accountability, while also recognizing the ways in which niceness continues to function as a barrier for enacting change for social justice.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42717388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/01626620.2022.2157905
Molly A. Riddle, E. King
ABSTRACT After schools were closed in AY 2019–2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students’ families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students’ families and the larger community during the pandemic. Through storytelling during interviews, the five teacher candidates provided valuable insight that focused on communication during the pandemic. Findings indicated that these teacher candidates struggled with establishing professional boundaries with students’ families, wrestled with the unforeseeable challenges of “being” in the homes of their students’ families, and experienced a disconnect from the community. Implications of this study suggest that lessons learned during COVID-19 could transform how teacher candidates and Educator Preparation Programs (EPPs) practice future two-way communication and collaboration with students’ families.
{"title":"Teacher Candidates’ Communication and Collaboration with Family and Community During COVID-19","authors":"Molly A. Riddle, E. King","doi":"10.1080/01626620.2022.2157905","DOIUrl":"https://doi.org/10.1080/01626620.2022.2157905","url":null,"abstract":"ABSTRACT After schools were closed in AY 2019–2020 due to the COVID-19 pandemic, teachers were expected to continue two-way communication and collaboration with their students’ families without much guidance. In this study, we focus on how five teacher candidates navigated and continued their efforts of communication and collaboration with students’ families and the larger community during the pandemic. Through storytelling during interviews, the five teacher candidates provided valuable insight that focused on communication during the pandemic. Findings indicated that these teacher candidates struggled with establishing professional boundaries with students’ families, wrestled with the unforeseeable challenges of “being” in the homes of their students’ families, and experienced a disconnect from the community. Implications of this study suggest that lessons learned during COVID-19 could transform how teacher candidates and Educator Preparation Programs (EPPs) practice future two-way communication and collaboration with students’ families.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/01626620.2022.2143935
Jihea Maddamsetti
ABSTRACT Teacher educators need to thoroughly understand of teacher candidates’ (TCs) experiences during the COVID-19 pandemic, in order to support TCs’ development and practice of care in the post-pandemic era. Here, I examine how TCs identified body discourses, and examine how those TCs understood and enacted critically oriented caring practices during the pandemic in online asynchronous courses in the Southeastern U.S. I used body mapping as a pedagogical tool for TCs to identify, critically reflect on, and respond to body discourses that emerged during the COVID-19 pandemic in their process of understanding and enacting caring practices. I find that TCs conceptualized their care toward students, families, and colleagues in three overlapping yet distinct ways: (a) care as a motherly presence; (b) care as relational work; and (c) care as the promotion of critical consciousness. This study contributes to current teacher education scholarship by showing that a deeper understanding of TC’s embodied experiences is critical for supporting TCs’ understanding and practice of care. In addition, this work highlights how body mapping activities can be used in practice, in order to scaffold teachers’ critically oriented care work.
{"title":"Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic","authors":"Jihea Maddamsetti","doi":"10.1080/01626620.2022.2143935","DOIUrl":"https://doi.org/10.1080/01626620.2022.2143935","url":null,"abstract":"ABSTRACT Teacher educators need to thoroughly understand of teacher candidates’ (TCs) experiences during the COVID-19 pandemic, in order to support TCs’ development and practice of care in the post-pandemic era. Here, I examine how TCs identified body discourses, and examine how those TCs understood and enacted critically oriented caring practices during the pandemic in online asynchronous courses in the Southeastern U.S. I used body mapping as a pedagogical tool for TCs to identify, critically reflect on, and respond to body discourses that emerged during the COVID-19 pandemic in their process of understanding and enacting caring practices. I find that TCs conceptualized their care toward students, families, and colleagues in three overlapping yet distinct ways: (a) care as a motherly presence; (b) care as relational work; and (c) care as the promotion of critical consciousness. This study contributes to current teacher education scholarship by showing that a deeper understanding of TC’s embodied experiences is critical for supporting TCs’ understanding and practice of care. In addition, this work highlights how body mapping activities can be used in practice, in order to scaffold teachers’ critically oriented care work.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48079598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-11DOI: 10.1080/01626620.2022.2108162
Allison Briceño, Claudia Rodriguez-Mojica
ABSTRACT Drawing on critical literacy as a theoretical framework, this paper explores how a children’s book writing assignment designed to center the experiences of underrepresented communities in children’s literature contributed to shifts in awareness among predominantly White teacher candidates. The study occurred at a large urban university in California and included 77 participants who all participated in a required Literacy Methods course in a teacher preparation program. Teacher candidate surveys and critical content analysis of candidate-authored books revealed that candidates: (1) selected topics to write about because they had a personal connection to the issue or because of its relevance to their students; (2) created books that evidenced their ability to apply traditional literacy concepts through a critical lens, (3) evidenced a deepened understanding of representation and diversity in children’s literature. Findings highlight the importance of critical literacy experiences in teacher preparation as a way to develop teacher candidates’ critical lens. Implications include the importance of integrating critical literacy with traditional literacy content – it is not something “extra;” the need for a critical perspective to be an integral part of Teacher Performance Expectations and standards; and the need for ongoing professional development for both teachers and teacher educators.
{"title":"“It Made Me See What Kind of Teacher I Want to Be:” Critical Literacy in a Pre-service Literacy Methods Course","authors":"Allison Briceño, Claudia Rodriguez-Mojica","doi":"10.1080/01626620.2022.2108162","DOIUrl":"https://doi.org/10.1080/01626620.2022.2108162","url":null,"abstract":"ABSTRACT Drawing on critical literacy as a theoretical framework, this paper explores how a children’s book writing assignment designed to center the experiences of underrepresented communities in children’s literature contributed to shifts in awareness among predominantly White teacher candidates. The study occurred at a large urban university in California and included 77 participants who all participated in a required Literacy Methods course in a teacher preparation program. Teacher candidate surveys and critical content analysis of candidate-authored books revealed that candidates: (1) selected topics to write about because they had a personal connection to the issue or because of its relevance to their students; (2) created books that evidenced their ability to apply traditional literacy concepts through a critical lens, (3) evidenced a deepened understanding of representation and diversity in children’s literature. Findings highlight the importance of critical literacy experiences in teacher preparation as a way to develop teacher candidates’ critical lens. Implications include the importance of integrating critical literacy with traditional literacy content – it is not something “extra;” the need for a critical perspective to be an integral part of Teacher Performance Expectations and standards; and the need for ongoing professional development for both teachers and teacher educators.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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