“But I Don'T Want To Tell Them The Answer”: Preservice Teachers’ (Mis)Understandings About Literacy Instruction

Keywords

Apprenticeship of observation; Critical discourse analysis; Literacy beliefs; Preservice teacher; Reflection

Abstract

The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their ‘language-in-use’ during supported, literacy planning sessions with a teacher educator. Critical discourse analysis revealed that the preservice teachers believed (1) assessment is instruction, (2) literacy teaching/learning is inauthentic, and (3) children are not intellectually motivated. The findings are discussed through the lenses of figured worlds and the apprenticeship of observation. Implications for teacher educators are offered.

Publication Date

8-1-2018

Publication Title

Teaching and Teacher Education

Volume

74

Number of Pages

10-20

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.tate.2018.04.007

Socpus ID

85045638581 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85045638581

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