Becoming a Literacy Teacher: Approximations in Critical Literacy Teaching

Autor/in	Mosley, Melissa
Titel	Becoming a Literacy Teacher: Approximations in Critical Literacy Teaching
Quelle	In: Teaching Education, 21 (2010) 4, S.403-426 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Literacy Education; Reading Teachers; Preservice Teachers; Student Diversity; Practicums; Preservice Teacher Education; Elementary School Teachers; Teaching Methods; Video Technology; Tutoring; Urban Schools; African American Students; Low Income Groups + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre-service programs and the ways critical literacy practices develop. This paper examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. (Contains 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10