A Review of Critical Literacies in Preservice Teacher Education: Pedagogies, Shifts, and Barriers

Autor/inn/en	Hendrix-Soto, Aimee; Mosley Wetzel, Melissa
Titel	A Review of Critical Literacies in Preservice Teacher Education: Pedagogies, Shifts, and Barriers
Quelle	In: Teaching Education, 30 (2019) 2, S.200-216 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1465034
Schlagwörter	Critical Literacy; Preservice Teacher Education; Preservice Teachers; Literacy Education; Elementary Secondary Education; Barriers; Multiple Literacies; College Students; Multimedia Materials + Suchen Sie Ihr Suchwort? Kritisches Lesen; Lehramtsstudiengang; Lehrerausbildung; Collegestudent
Abstract	In literacy teacher education, a small but important group of studies have addressed how teachers can be prepared for enacting critical literacies pedagogies in K-12 classrooms. In this review, we argue that, more than ever, these efforts have a place in the field of teacher preparation. After providing a brief review of how critical literacies are conceptualized in the field, we review the approaches of teacher educators across the reviewed work. We identify approaches in coursework, including text-based and non text-based approaches as well as approaches to preparing teachers through experiences with students. We also identify the barriers that teacher educators face when preparing teachers for critical literacies pedagogy, and finally, provide recommendations for future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01