Literaturnachweis - Detailanzeige
| Autor/in | Ahmed, Kathryn Struthers |
|---|---|
| Titel | Being a "Bridge Builder": A Literacy Teacher Educator Negotiates the Divide between University-Promoted Culturally Responsive Pedagogy and District-Mandated Curriculum |
| Quelle | In: Literacy Research and Instruction, 58 (2019) 4, S.211-231 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ahmed, Kathryn Struthers) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| DOI | 10.1080/19388071.2019.1655683 |
| Schlagwörter | School Districts; Literacy Education; Sociocultural Patterns; Poverty; Disadvantaged Schools; Preservice Teachers; Teacher Education Programs; Elementary School Teachers; Minority Group Students; Culturally Relevant Education; Teaching Methods; Teacher Educators; Education Work Relationship; College School Cooperation |
| Abstract | The divide between university and classroom is a longstanding issue in teacher education. The disconnect between sociocultural theory often endorsed by universities and more behaviorist practices frequently enacted in classrooms is particularly acute in elementary literacy instruction--and is often exacerbated in high-poverty schools that tend to serve minoritized youth. Studying how teacher educators facilitate preservice teachers' (PSTs') learning across this divide is imperative if PSTs are to take up research-supported sociocultural and culturally responsive literacy practices. Drawn from a larger study on PSTs' literacy learning, this paper highlights one literacy teacher educator's attempt to bridge the university-field divide. Implications for how literacy teacher educators can support PSTs to enact sociocultural and culturally responsive literacy practices within the oft-occurring constraints in high-poverty schools are addressed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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