Work

Elementary Preservice Teachers’ Experiences at the Intersection of Culturally Sustaining and Historically Responsive Pedagogy, Early Literacy, and the Science of Reading

Year: 2024

Type: article

Abstract: This phenomenological study reports findings related to preservice teachers’ experiences mentoring early elementary readers. Preservice teachers in this study were enrolled in a literacy methods course designed to develop their understanding of early literacy, including knowledge of the written code and culturally sustaining and historically responsive pedagogy, and prepare them for the Texas’ Science of Teaching Reading exam. Within this context, we explored how preservice teachers worked to bridge multiple approaches to literacy instruction. Thematic results illustrate how preservice teachers sustained the lifeways of children through literacy as a social practice, created space for code-based and meaning-making skills, and learned to teach responsively. These results provide implications for a comprehensive approach to preparing teachers of elementary literacy: one that fosters knowledge of the written code while contextualizing knowledge in children's cultures, communities, and experiences.

Source: Literacy Research Theory Method and Practice

DOI: 10.1177/23813377241285830

Authors: Molly C. Marek, Vickie Godfrey

Institutions: The University of Texas at Austin, Eastern Kentucky University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,200