Becoming a Teacher of Literacy: The struggle between authoritative discourses

Larson, Mindy Legard; Phillips, Donna Kalmbach

doi:10.1080/10476210500345607

Cited by 31 publications

(7 citation statements)

References 2 publications

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“…Siguiendo la importancia de los contextos locales, muchos autores han explorado la influencia de estos en las posibilidades de desarrollo profesional de profesores en formación y en servicio. Estos estudios han confirmado que las prácticas locales de escuelas influyen fuertemente en el proceso de construcción de identidades profesionales en la transición desde la formación inicial a la práctica profesional (Legard Larson & Kalmbach Phillips, 2005;Smagorinsky, Cook, Moore, Jackson & Fry, 2004) o en los procesos de cambio de profesores en servicio para implementación de reformas o luego de participación en programas de formación profesional (Battey & Franke, 2008;Gresalfi & Cobb, 2011). Además, otros autores han demostrado que no existen sólo influencias de contextos locales sino también influencias más macro institucionales como la constante re-restructuración de la educación, la profesión docente y el currículum (Sachs, 2005).…”

Section: Identidades De Profesores Y De Formadores De Profesores: Relunclassified

Enseñando matemáticas a futuros profesores en un sistema complejo: Formadores de profesores en universidades de Chile

et al. 2018

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RESUMENAún cuando el rol de formadores de profesores es central en la generación de mejoras en la formación inicial docente, ha existido poca atención destinada a este actor tanto en investigación internacional como en Latinoamérica y Chile. Este paper reporta los resultados de un estudio cualitativo que explora experiencias de formadores de profesores de matemáticas en el ejercicio de roles e identidades correspondientes en diferentes contextos universitarios en Chile. En particular, explora cómo formadores de 18 universidades describen sus roles en estos contextos, y cómo la experiencia de acceso a recursos y apoyo impacta sus identidades profesionales. El artículo concluye sugiriendo que proveer apoyo y libertad para el ejercicio de múltiples roles puede tener un impacto positivo en el acercamiento de los formadores a su labor y a situaciones de cambio, y que incluso formadores con larga experiencia se pueden sentir inexperimentados cuando no perciben apoyos institucionales.Palabras clave: identidad docente, Formación Inicial Docente, formadores de profesores, políticas públicas ABSTRACT Although teacher educators are central in improving initial teacher education, there has been little attention into this actor both in international and Latin American research. This paper reports an exploratory qualitative study on the experiences of teacher educators enacting their roles and corresponding identities in different university contexts in Chile. It explores particularly how teacher educators from 18 universities describe their roles in these settings and how the experience of different access to resources and support impact their professional identities. It suggests that providing with support for implementing multiple roles can have a positive impact in teacher educators approach to their roles and change and that even experienced teachers can feel lacking experience when they are unsupported.

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Section: Identidades De Profesores Y De Formadores De Profesores: Relunclassified

Enseñando matemáticas a futuros profesores en un sistema complejo: Formadores de profesores en universidades de Chile

et al. 2018

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“…An alternative use of repeated reading involves students reading a dramatic text multiple times in preparation for an oral performance, a practice known to many as Readers Theatre. A study by Larson and Phillips (2005) showed that the choice to use Readers Theatre instead of scripted f luency rates is constrained by a teacher's knowledge and understanding of the research. The preservice intern teacher in that study would have liked to use methods consistent with her teacher education program discourse of comprehensive literacy, but resigned herself to following the commercial program when "the force of political privilege found in the discourse of the scripted reading program reminded [her] that she was not qualified to disagree with the 'scientific evidence' of the program" because she and her colleagues were "'nobodies,' without ideas, experience, or expertise" (p. 318).…”

Section: Research On Reading Fluencymentioning

confidence: 99%

Helping Preservice Reading Teachers Learn to Read and Conduct Research to Inform Their Instruction

Frager

2010

J Adolescent & Adult Lit

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A research‐based activity for undergraduate students in a secondary education, foundations of reading course is described herein. The activity aims to develop students' research understandings, skills, and positive attitudes that will become a foundation for making instructional decisions based on their own reading of the educational research. In this activity, students read some of the scientific literature on reading fluency, design a study focusing on the effects of the method of repeated reading, conduct the study themselves, use careful and reproducible measurement techniques, and share their findings and implications both orally and in writing.

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“…The importance of focusing on identity development, what Bakhtin refers to as ideological development, which occurs during the process of becoming a teacher has been well documented (e.g., Sydnor, 2014;Britzman, 2003;Danielewicz, 2001;Alsup, 2006;Larson & Phillips, 2005). Britzman (2003) contends, "The taking up of an identity is a constant social negotiation that can never be permanently settled or fixed, occurring as it necessarily does within the irreconcilable contradictions of situational and historical constraints" (p. 42).…”

Section: Introductionmentioning

confidence: 99%

Novice Teachers Navigating Mentoring Relationships in the United States

Sydnor

2023

childstudies

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Amid the national teaching shortage in the United States, it is now more critical than ever to sustain teachers. Consequently, the purpose of this study is to understand which mentoring experiences and induction support can aid in this objective. Framed by Bakhtin’s theory of dialogism, this study's longitudinal, qualitative nature explores the experiences of novice teachers (NTs) in elementary schools in the United States whose critical first years occurred amid a global pandemic. More specifically, we focus on the formal and informal support they experienced while becoming a teacher. Analysis of the data, which included in-depth interviews with the NTs revealed two key themes: 1) deprioritizing mentoring, and 2) inconsistencies in mentoring. The implications of this study aim to extend the existing literature, offering action-based evidence to improve mentoring and induction. Focusing on the retention of NTs via support and mentoring benefits the field now and into the future.

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Becoming a Teacher of Literacy: The struggle between authoritative discourses

Cited by 31 publications

References 2 publications

Enseñando matemáticas a futuros profesores en un sistema complejo: Formadores de profesores en universidades de Chile

Enseñando matemáticas a futuros profesores en un sistema complejo: Formadores de profesores en universidades de Chile

Helping Preservice Reading Teachers Learn to Read and Conduct Research to Inform Their Instruction

Novice Teachers Navigating Mentoring Relationships in the United States

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