"But I Don't Want to Tell Them the Answer": Preservice Teachers' (mis)understandings about literacy instruction. (August 2018)

• Record Type: Journal Article
• Authors: Gelfuso, Andrea
• Is Part Of: Teaching and teacher education. Volume 74(2018)
• Page Start: 10
• Page End: 20
• Publication Date: 2018-08
• Subjects: Literacy beliefs -- Preservice teacher -- Apprenticeship of observation -- Critical discourse analysis -- Reflection; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.04.007
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their 'language-in-use' during supported, literacy planning sessions with a teacher educator. Critical discourse analysis revealed that the preservice teachers believed (1) assessment is instruction, (2) literacy teaching/learning is inauthentic, and (3) children are not intellectually motivated . The findings are discussed through the lenses of figured worlds and the apprenticeship of observation. Implications for teacher educators are offered. Highlights: Critical discourse analysis was used to bring beliefs to the fore. Preservice teachers believed that assessment is instruction. Preservice teachers believed that literacy teaching/learning is inauthentic. Preservice teachers believed that children are not intellectually motivated.