"It Made Me See What Kind of Teacher I Want to Be:" Critical Literacy in a Pre-service Literacy Methods Course. (2nd October 2022)

• Record Type: Journal Article
• Authors: Briceño, Allison; Rodriguez-Mojica, Claudia
• Is Part Of: Action in teacher education. Volume 44:Number 4(2022)
• Page Start: 290
• Page End: 307
• Publication Date: 2022-10-02
• Subjects: Pre-service teachers preparation -- literacy -- diverse texts; Teachers -- Training of -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/01626620.2022.2108162
• Languages: English
• ISSNs: 0162-6620

Abstract

ABSTRACT: Drawing on critical literacy as a theoretical framework, this paper explores how a children's book writing assignment designed to center the experiences of underrepresented communities in children's literature contributed to shifts in awareness among predominantly White teacher candidates. The study occurred at a large urban university in California and included 77 participants who all participated in a required Literacy Methods course in a teacher preparation program. Teacher candidate surveys and critical content analysis of candidate-authored books revealed that candidates: (1) selected topics to write about because they had a personal connection to the issue or because of its relevance to their students; (2) created books that evidenced their ability to apply traditional literacy concepts through a critical lens, (3) evidenced a deepened understanding of representation and diversity in children's literature. Findings highlight the importance of critical literacy experiences in teacher preparation as a way to develop teacher candidates' critical lens. Implications include the importance of integrating critical literacy with traditional literacy content – it is not something "extra;" the need for a critical perspective to be an integral part of Teacher Performance Expectations and standards; and the need for ongoing professional development for both teachers and teacher educators.