Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators

2017 ◽  
Vol 41 (1) ◽  
pp. 105-119 ◽  
Author(s):  
Clare Kosnik ◽  
Lydia Menna ◽  
Pooja Dharamshi ◽  
Clive Beck
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Education Courses

Critical, contextualized, content-rich: revisiting the call for humanizing pedagogies in literacy methods instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathleen Riley ◽  
Katherine Crawford-Garrett
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
White Women ◽  
Racial Bias ◽  
Student Work ◽  
Content Type ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
Literacy Teacher Education

Purpose In this study, the authors draw upon 10 years of collaborative teaching and research as two, White, women literacy teacher educators to theorize the role of humanizing pedagogies within literacy teacher education and share explicit examples of how these pedagogies might be operationalized in actual classroom settings. Design/methodology/approach This study is based on 10 years of qualitative, teacher inquiry research on authors’ shared practice as literacy teacher educators and has included focus groups with students, the collection of student work and extensive field notes on class sessions. Findings Contextualized within decades-old calls for humanizing teacher education practices, this study puts forward a framework for teaching literacy methods that centers critical, locally contextualized, content-rich approaches and provides detailed examples of how this study implemented this framework in two contrastive teacher education settings comprising different institutional barriers, regional student populations and program mandates. Originality/value The proposed framework of critical, locally contextualized and content-rich literacy methods offers one possibility for reconciling the divergent debates that perpetually shape literacy teaching and learning. As teachers are prepared to enter classrooms, the authors model concrete approaches and strategies for teaching reading within and against a sociopolitical landscape imbued with White supremacist ideals and racial bias.

Righting the Literacy Teacher Education Debt: A Matter of Justice

2021 ◽  
pp. 1086296X2110522
Author(s):  
Mariana Souto-Manning
Keyword(s):  
Teacher Education ◽  
Restorative Justice ◽  
Teacher Educators ◽  
Teachers Of Color ◽  
Communities Of Color ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Education Debt

The literacies of Black and other communities of Color have long been narrated pathologically in literacy teacher education. Literacy teacher educators have been complicit in upholding linguistic injustice and enacting linguistic violence in and through their practices, devaluing the practices, marginalizing the experiences, and interrogating the humanity of Black and other teachers of Color. In this article, extending Ladson-Billings's concept of the education debt, I assess the literacy teacher education debt, unveiling how white English and whiteness in general have been (over)valued and positioned as currency in literacy teacher education. After (re)examining and (re)assessing offenses and harms inflicted by literacy teacher education across historical, economic, sociopolitical, and moral realms, composing the literacy teacher education debt, I take a restorative justice approach and offer an invitation to right literacy teacher education by addressing obligations and committing to healing as a matter of justice.

Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration

2008 ◽  
Vol 78 (1) ◽  
pp. 60-83 ◽  
Author(s):  
RONI JO DRAPER
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Content Area Literacy ◽  
Content Area ◽  
Music Theater ◽  
Action Research Project ◽  
Literacy Teacher ◽  
And Mathematics ◽  
Literacy Teacher Education

In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon ethnographic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.

Incorporating Social Justice Into Science Teacher Education Courses

2020 ◽  
pp. 208-224
Author(s):  
Seema Rivera ◽  
Amal Ibourk
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Science Teacher ◽  
Instructional Strategies ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teaching For Social Justice ◽  
Education Courses

In this chapter, the authors cover the importance and challenges of incorporating teaching for social justice in science teacher education courses. The chapter starts by providing an overview of the literature on social justice, specifically in science education, and define the terms social justice, equity, and diversity. Then, the authors, who are teacher educators from under-represented groups, share their own experiences about what led them to do social justice work. In addition, the authors present examples from their courses with their preservice teachers and instructional strategies they used. The chapter concludes with recommendations of ways in which we might consider implementing social justice practices in teacher preparation courses.

Critical Inquiry Into Literacy Teacher Education

2013 ◽  
pp. 51-64 ◽  
Author(s):  
María Paula Ghiso ◽  
Tamara Spencer ◽  
Lan Ngo ◽  
Gerald Campano
Keyword(s):  
Teacher Education ◽  
Critical Inquiry ◽  
Literacy Teacher ◽  
Literacy Teacher Education

scholarly journals This Is Us: Discourses of Community Within and Beyond Literacy Research

2020 ◽  
Vol 69 (1) ◽  
pp. 26-44
Author(s):  
Marcelle M. Haddix
Keyword(s):  
Teacher Education ◽  
Presidential Address ◽  
Research Community ◽  
Professional Organization ◽  
School Communities ◽  
Look Back ◽  
The Future ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Literacy Research

In this 2019 presidential address, I reflect on the significance of community across four areas: with youth and in school communities, within literacy teacher education, in community-engaged theories and methodologies, and within the professional organization. How do we define and understand community? Who and what is included and excluded? As a literacy research community, who are we becoming and who do we want to be? Drawing from historical and contemporary examples within and beyond literacy research, I take a look back and at the present to examine discourses of community and imagine possibilities for the future.

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