Mediating Factors in Literacy Instruction: How Novice Elementary Teachers Navigate New Teaching Contexts

Authors

Roya Qualls Scales, Western Carolina University
Thomas DeVere Wolsey, Institute to Advance International Education
Janet Young, Brigham Young UniversityFollow
Linda Smetana, California State University, East Bay
Dana L. Grisham, California State University, East Bay
Susan Lenski, Portland State UniversityFollow
Elizabeth Dobler, Emporia State University
Karen Kreider Yoder, Goshen CollegeFollow
Sandra A. Chambers, Kutztown University of Pennsylvania

Published In

Reading Psychology

Document Type

Citation

Publication Date

6-2017

Abstract

This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested.

Rights

© 2018 Informa UK Limited

Locate the Document

https://doi.org/10.1080/02702711.2017.1323056

DOI

10.1080/02702711.2017.1323056

Persistent Identifier

https://archives.pdx.edu/ds/psu/26998

Citation Details

Scales, RQ, Wolsey, TD, Young, J, Smetana, L, Grisham, DL, Lenski, S, Dobler, E, Yoder, KK & Chambers, SA. (2017). Mediating Factors in Literacy Instruction: How Novice Elementary Teachers Navigate New Teaching Contexts. Reading Psychology, 38(6), 604-651.