Literacy teacher education: principles and effective practices

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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Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice

Literacy Research, Practice and Evaluation - Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice ◽

10.1108/s2048-045820150000005030 ◽

2015 ◽

pp. iii

Keyword(s):

Teacher Education ◽

Research And Practice ◽

Video Reflection ◽

Literacy Teacher ◽

Education And Development ◽

Literacy Teacher Education

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Constructs of Teaching Writing in Research About Literacy Teacher Education

Journal of Literacy Research ◽

10.1177/1086296x19833783 ◽

2019 ◽

Vol 51 (2) ◽

pp. 196-213 ◽

Cited By ~ 3

Author(s):

Randy Bomer ◽

Charlotte L. Land ◽

Jessica Cira Rubin ◽

Laura M. Van Dike

Keyword(s):

Teacher Education ◽

Empirical Research ◽

21St Century ◽

Writing Pedagogy ◽

Teaching Writing ◽

Writing Teachers ◽

The World ◽

Literacy Teacher ◽

Literacy Teacher Education ◽

Teaching Of Writing

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

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