An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices

Wolsey, Thomas DeVere; Young, Janet; Scales, Roya Q.; Scales, W. David; Lenski, Susan Davis; Yoder, Karen Kreider; Wold, Linda S.; Smetana, Linda; Grisham, Dana L.; Ganske, Kathy; Dobler, Elizabeth; Chambers, Sandra

doi:10.1080/01626620.2013.806230

Cited by 7 publications

(7 citation statements)

References 16 publications

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“…Correspondingly, the LTEs recognized that teacher trainees often entered their teacher education studies with deficit assumptions about children and families from economically marginalized and culturally and linguistically diverse backgrounds, based, in part, on a lack of sustained interactions with individuals who's lived realities are different than their own. This finding is consistent with previous research [10][11][12][13][14][15][16][17][18]. Sonia, for instance, actively considered the potential influence teacher trainees' lived experience may have on their ability to foster meaningful relationships with young learners and their families.…”

Section: Taking On Complex Issuessupporting

confidence: 91%

“…Literacy education is a central component of teacher preparation for, as beginning teachers assume teaching positions at either the elementary, middle, or secondary grade level, they will be responsible for some aspect of literacy instruction. A pedagogy of literacy teacher education that strives to prepare teachers for the demands of contemporary literacy teaching should take into account the experiences with and perspectives on literacy that they bring with them [4,6,[11][12][13][14][15][16][17][18]25]. Inquiring into the pedagogies and practices of LTEs can contribute to our understanding of the role literacy teacher education plays in the lives of beginning teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher trainees often enter teacher education with restricted conceptions of literacy and deficit assumptions about students from economically marginalized and culturally and linguistically diverse backgrounds [10][11][12][13][14][15][16][17][18]. These filters and beliefs can hinder their appreciation of literacy as a multifaceted and dynamic social practice.…”

Section: Introductionmentioning

confidence: 99%

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Literacy Teacher Educators Creating Space for Children’s Literature

2020

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This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

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Section: Taking On Complex Issuessupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Literacy Teacher Educators Creating Space for Children’s Literature

2020

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“…Hikida and colleagues’ (2019) review of preservice preparation to teach reading included just one study focused on informational texts, which found that preservice teachers had difficulty in incorporating explicit strategy instruction into their practice (Lohfink & Adler, 2017). Studies of teacher preparation for reading instruction and elementary teachers’ first years of literacy instruction generally have not distinguished between text types (e.g., Wolsey et al, 2013; Young et al, 2017). However, there is some evidence that courses related to children’s literature involve attention to genre (Sharp, Diego‐Medrano, & Coneway, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

Quinn

Paulick

2021

Reading Research Quarterly

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Informational reading instruction plays an important role in early literacy but has traditionally received less emphasis than literary text in elementary classrooms. This mixed‐methods study illuminates trends from observed reading instruction of 77 first‐year elementary teachers, drawing on data from 761 lesson segments scored with the Protocol for Language Arts Teaching Observations, a validated observation protocol. In descriptive analyses, we report on the prevalence of informational lessons across grade levels. Then, we integrate quantitative and qualitative data to describe the quality of informational reading instruction among first‐year teachers. Findings suggest a higher percentage of informational reading lesson segments in early elementary than has been shared in previous studies: 27% of observed reading instruction in grade 1 and 41% of observed reading instruction in grade 2. Quality of informational reading lesson segments varied within and among elements of instruction, with the majority of segments rated as low scoring for strategy use. We use qualitative case sampling to illustrate the characteristics of informational reading instruction across a range of score points. Analysis of lesson segments reveals a range of practices in text‐based instruction, strategy instruction, and representations of content, with the highest quality instruction showing a combination of all three. This study contributes to our understanding of the current landscape of informational reading instruction among first‐year teachers, identifies specific instructional practices that could be the focus of improvement efforts, and weighs in on the debate about strategy instruction versus content instruction.

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“…This study recognizes that it is important that prospective teachers acquire an understanding of how policy discourses can shape pedagogical practices, influence student dynamics in the classroom, and impact upon students' individually and collectively. The research project provided teacher candidates with an opportunity to trace their expectations and subsequent experiences before and after their coursework and practicum teaching assignments so that they can more accurately account for the development (Dillon, O'Brien, Sata, & Kelly, 2011;Wolsey et al 2013) and understanding of concepts related to literacy instruction in public schools (Ball, 2012;Gee, 2008;Hamilton, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

Cherubini

2020

Journal of Teaching and Learning

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Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.

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An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices

Cited by 7 publications

References 16 publications

Literacy Teacher Educators Creating Space for Children’s Literature

Literacy Teacher Educators Creating Space for Children’s Literature

First‐Year Teachers’ Informational Reading Instruction: Prevalence, Quality, and Characteristics

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

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