Inverting Instruction in Literacy Methods Courses

2015 ◽  
Vol 59 (6) ◽  
pp. 695-708 ◽  
Author(s):  
Lisa M. Zawilinski ◽  
Kimberly A. Richard ◽  
Laurie A. Henry
Keyword(s):  
Methods Courses ◽  
Literacy Methods

A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

2020 ◽  
Vol 16 (3) ◽  
pp. 286-305
Author(s):  
Carin Appleget ◽  
Courtney Shimek ◽  
Joy Myers ◽  
Breanya C. Hogue
Keyword(s):  
Methods Courses ◽  
Critical Friends ◽  
Self Study ◽  
Literacy Methods

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Tracey T. Flores ◽  
Saba Khan Vlach ◽  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Practices ◽  
Children’S Literature ◽  
Literacy Education ◽  
Methods Courses ◽  
Literacy Methods ◽  
K 12 ◽  
Literacy Educators

This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

Quality Assurance in Online Content Literacy Methods Courses

2012 ◽  
Vol 51 (3) ◽  
pp. 233-253 ◽  
Author(s):  
Josephine P. Marsh ◽  
Jayne C. Lammers ◽  
Donna E. Alvermann
Keyword(s):  
Quality Assurance ◽  
Content Literacy ◽  
Online Content ◽  
Methods Courses ◽  
Literacy Methods

The Disruptive Potential of Critical Writing Pedagogies in Elementary Literacy Methods Courses

2020 ◽  
pp. 29-55
Author(s):  
Rebecca Woodard ◽  
Kristine M. Schutz
Keyword(s):  
Writing Pedagogy ◽  
Methods Course ◽  
Future Research ◽  
Social Forces ◽  
Methods Courses ◽  
Critical Writing ◽  
Social Agents ◽  
Literacy Methods ◽  
Writing Pedagogies ◽  
K 12

This chapter shares three portraits of practice from the authors' implementation of a critical writing pedagogy in an elementary ELA methods course. Critical writing pedagogies that acknowledge writing as a sociopolitical act, consider power relations and broad social forces, and position youth as social agents are uncommon in both k-12 and teacher education contexts. In sharing rich descriptions of a theoretically-driven literacy methods courses, the chapter explores how pre-service teachers engaged with and responded to three specific aspects of the course: the course launch, the use of critical reading to support writing, and a critical writing workshop. The authors discuss the tensions they experienced in their attempts towards multiple kinds of disruption and conclude with recommendations for future research.

Sign in / Sign up

Export Citation Format

Share Document