"It Made Me See What Kind of Teacher I Want to Be:" Critical Literacy in a Pre-Service Literacy Methods Course

Autor/inn/en	Briceño, Allison; Rodriguez-Mojica, Claudia
Titel	"It Made Me See What Kind of Teacher I Want to Be:" Critical Literacy in a Pre-Service Literacy Methods Course
Quelle	In: Action in Teacher Education, 44 (2022) 4, S.290-307 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Briceño, Allison) ORCID (Rodriguez-Mojica, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2022.2108162
Schlagwörter	Critical Literacy; Literacy Education; Teacher Education Programs; Childrens Literature; Writing Assignments; Preservice Teachers; Urban Universities; Diversity; Methods Courses; Teaching Methods; Outcomes of Education; Student Attitudes; California + Suchen Sie Ihr Suchwort? Kritisches Lesen; 'Children''s literature'; Kinderliteratur; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Schülerverhalten; Kalifornien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01