Journal article
Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers
Teaching and teacher education, Vol.125, 104037
04/2023
DOI: 10.1016/j.tate.2023.104037
Abstract
In critical literacy instruction, students analyze and produce text to identify and address societal norms that perpetuate discrimination and oppression. However, little is known about how preservice teachers (PSTs) gain the knowledge and skills to effectively use these practices with young children. This study examines the experiences of 40 PSTs enrolled in a literacy course grounded in Lewison et al.’s (2014) well-known model for critical literacy instruction. PSTs planned, taught, and reflected on their lessons taught to elementary classes. Findings illuminate what they learned about supporting elementary students to become critical readers and writers and the challenges they faced.
Details
- Title: Subtitle
- Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers
- Creators
- Erika Johnson - College of Education, University of Iowa, 240 South Madison Street, Iowa City, IA, 52242, USAKristin Keane - Stanford University
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.125, 104037
- Publisher
- Elsevier
- DOI
- 10.1016/j.tate.2023.104037
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Language
- English
- Date published
- 04/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371292602771
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