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.

scholarly journals “I Can Write in My Language and Switch Back and Forth?”: Elementary Teacher Candidates Experiencing and Enacting Translanguaging Pedagogies in a Literacy Methods Course

2020 ◽  
Vol 69 (1) ◽  
pp. 211-229
Author(s):  
Emily Machado ◽  
Grace Cornell Gonzales
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Dual Language ◽  
Methods Course ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
And Shifts ◽  
Literacy Teacher Education ◽  
K 12

Although existing research examines how pre-K–12 teachers understand everyday translanguaging and enact translanguaging pedagogies in their literacy classrooms, considerably less research explores translanguaging pedagogies in literacy teacher education. Drawing on García, Johnson, and Seltzer’s theorization of translanguaging stance, design, and shifts, we redesigned a university-based literacy methods course to encourage both English-medium and dual-language teacher candidates (TCs) to engage their full linguistic repertoires in writing. In this study, we used qualitative methods to explore how TCs in our course experienced translanguaging pedagogies in coursework and enacted them with students in fieldwork settings. Findings illustrate that TCs experimented with language within our university classroom, drawing on their full linguistic repertoires in course assignments and countering the dominance of English in course activities. They also showcase how TCs began enacting translanguaging pedagogies in their fieldwork placements, planning intentionally for translanguaging in lesson plans, and tapping into the translanguaging corriente in everyday teaching and learning. Ultimately, this study offers insights into the potential of enacting translanguaging pedagogies in preservice literacy teacher education for English-medium and dual-language educators alike.

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.

scholarly journals Political tensions: English teaching, standards, and postsecondary readiness

2017 ◽  
Vol 16 (3) ◽  
pp. 407-422 ◽  
Author(s):  
Holly Hungerford-Kresser ◽  
Amy Vetter
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Content Type ◽  
College And Career ◽  
Postsecondary Readiness ◽  
Literacy Teacher ◽  
Testing Environments ◽  
Literacy Teacher Education

Purpose The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability. Design/methodology/approach This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom. Findings The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms. Research limitations/implications Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts. Practical implications Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships. Originality/value There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.

A Delphi study to update CTE teacher competencies

2012 ◽  
Vol 54 (6) ◽  
pp. 488-503 ◽  
Author(s):  
R. Adam Manley ◽  
Richard Zinser
Keyword(s):  
Teacher Education ◽  
Delphi Study ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
The State ◽  
Teacher Competencies ◽  
Content Type ◽  
Career And Technical ◽  
Modified Delphi ◽  
The Matrix

PurposeThe purpose of this project was to create a contemporary taxonomy of Career and Technical Education (CTE) teacher competencies in order to evaluate and improve CTE teacher education.Design/methodology/approachThis study utilized a modified Delphi technique with a large sample of CTE experts – teachers, administrators, and teacher‐educators in the state of Michigan, USA to identify the competencies and their relative importance.FindingsAs a result, new competencies were added and a number of old competencies were deleted or changed. The product of this research is a matrix of 144 competencies in 13 categories, which also shows the level of importance and degree of consensus for each competency.Research limitations/implicationsThe state plans to use the new competencies for a variety of purposes, however caution is advised for making conclusions and generalizations from the study for other applications.Practical implicationsUsing the matrix as its infrastructure, CTE teacher‐education institutions can assess their curricula to determine where the competencies are addressed, and use it in the form of a follow‐up survey with recent graduates. CTE administrators might utilize the competencies for internal evaluation of new teachers and as a needs assessment for professional development.Originality/valueAny effort to improve CTE teaching and teacher‐education, by researchers or policy‐makers, should begin with a consensus on the competencies required for successful teaching and learning.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Gillian Judson ◽  
Ross Powell ◽  
Kelly Robinson
Keyword(s):  
Teacher Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Cognitive Tools ◽  
Affective Engagement ◽  
Research Praxis ◽  
Imaginative Education ◽  
Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

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