Growth through Crisis: Preservice Teachers Learning to Enact Culturally Relevant Literacy Teaching

Autor/inn/en	Acosta, Melanie M.; Duggins, Shaunté
Titel	Growth through Crisis: Preservice Teachers Learning to Enact Culturally Relevant Literacy Teaching
Quelle	In: Action in Teacher Education, 43 (2021) 4, S.479-495 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1926371
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Reading Teachers; Methods Courses; Culturally Relevant Education; Racial Bias; Literacy; Social Justice; Learning Processes; Undergraduate Students; Risk; Teaching Methods + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Methodisch-didaktische Anleitung; Racial discrimination; Rassismus; Alphabetisierung; Schreib- und Lesefähigkeit; Soziale Gerechtigkeit; Learning process; Lernprozess; Risiko; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers' coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included. (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	2022/1/01