“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis

Broemmel, Amy D.; Swaggerty, Elizabeth A.; Rigell, Amanda; Blanton, Betty S.

doi:10.1080/01626620.2020.1756528

Cited by 2 publications

(3 citation statements)

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“…Teacher development does not happen in the confines of the first year. This process of change and development takes time (Broemmel et al, 2020; Myers et al, 2022). A Broemmel et al (2020) study of seven beginning literacy teachers revealed that major influences on positive change over time included seeking knowledge from others, being knowledgeable of students, and finding autonomy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This process of change and development takes time (Broemmel et al, 2020; Myers et al, 2022). A Broemmel et al (2020) study of seven beginning literacy teachers revealed that major influences on positive change over time included seeking knowledge from others, being knowledgeable of students, and finding autonomy. Researchers agree that teacher development is influenced by beliefs and experiences over time (Broemmel et al, 2020; Levin & He, 2008; Levin et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…A Broemmel et al (2020) study of seven beginning literacy teachers revealed that major influences on positive change over time included seeking knowledge from others, being knowledgeable of students, and finding autonomy. Researchers agree that teacher development is influenced by beliefs and experiences over time (Broemmel et al, 2020; Levin & He, 2008; Levin et al, 2013). It is important to explore the ways in which novice teachers experience their beginning years of teaching and how they perceive the contextual factors that might influence their growth.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

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Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.

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Section: Literature Reviewmentioning

confidence: 99%