An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy

Authors

Marla K. Robertson PhD, Utah State UniversityFollow
Laurie A. Sharp, Tarleton State UniversityFollow
Roberta Raymond, University of Houston Clear LakeFollow
Rebekah E. Piper PhD, Texas A & M University San AntonioFollow

Keywords

foundational knowledge; literacy; preparation practices; reading; writing; language; discipline-specific literacy processes

Abstract

The Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality literacy teacher preparation. This study used qualitative survey responses to explore the literacy practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data analysis revealed three themes: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. Researchers posit that teacher educators do not evenly focus on all components of literacy and contend that preparation programs must examine their respective curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently.

DOI

10.15760/nwjte.2020.15.3.2

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/34465

Recommended Citation

Robertson, Marla K. PhD; Sharp, Laurie A.; Raymond, Roberta; and Piper, Rebekah E. PhD (2020) "An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy," Northwest Journal of Teacher Education: Vol. 15 : Iss. 3 , Article 2.
DOI: https://doi.org/10.15760/nwjte.2020.15.3.2