"I Love This Approach, but Find It Difficult to Jump in with Two Feet!" Teachers' Perceived Challenges of Employing Critical Literacy

Autor/in	Cho, Hyesun
Titel	"I Love This Approach, but Find It Difficult to Jump in with Two Feet!" Teachers' Perceived Challenges of Employing Critical Literacy
Quelle	In: English Language Teaching, 8 (2015) 6, S.69-79 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Critical Literacy; Action Research; Preservice Teachers; Teacher Education Programs; Computer Mediated Communication; Group Discussion; Academic Standards; Barriers; English (Second Language); Second Language Instruction; Resistance to Change; Parent Attitudes; Public Opinion; Comprehension; Reflection; Teacher Attitudes; Student Attitudes; Elementary Secondary Education; Hawaii; Kansas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Projektforschung; Computerkonferenz; Gruppendiskussion; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elternverhalten; Öffentliche Meinung; Verstehen; Verständnis; Lehrerverhalten; Schülerverhalten
Abstract	Accompanying myriad definitions of critical literacy is an absence of pedagogical models for implementing critical literacy in teacher education contexts. This action research explores critical literacy with pre-service and in-service teachers in teacher education courses offered in the United States. The primary data sources include online weekly discussions on course readings in the TESOL methods courses I taught in Hawaii and Kansas. First, I propose the working definition of critical literacy in the study (Luke, 2012) and then present course participants' perceived challenges of employing critical literacy in their current and future classrooms. Findings reveal that despite the differences in the two instructional contexts, both groups recognized that the current standards-based, test-driven educational environment would be the major obstacle for enacting critical literacy in their classroom. In addition, the lack of understanding of critical literacy was addressed by both groups of teachers. I also discuss my struggle and dilemma as a critical teacher educator. Finally, this article concludes with suggestions for introducing critical literacy in teacher education contexts. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01