'Our Students' Identities Ought to Be at the Center of Our Work': Examining the Tensions of Enacting Critical Perspectives in Preservice Literacy Teaching
Saved in:
| Title: | 'Our Students' Identities Ought to Be at the Center of Our Work': Examining the Tensions of Enacting Critical Perspectives in Preservice Literacy Teaching |
|---|---|
| Language: | English |
| Authors: | Jessica Murdter-Atkinson |
| Source: | English Education. 2025 57(2):95-116. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Literacy Education, Culturally Relevant Education, Field Instruction, Teacher Placement, Affordances, Student Teaching, Student Teachers, Elementary Education, Teacher Education Programs, Preservice Teachers |
| DOI: | 10.58680/ee202557295 |
| ISSN: | 0007-8204 1943-2216 |
| Abstract: | This qualitative study examined elementary education preservice teachers' (PTs') enactments of culturally responsive and sustaining pedagogies within their respective field placements. Data collection occurred across three semesters, including participant interviews, field observations, and teaching artifacts. Analysis indicates that the PTs' field placement context(s) shaped the affordances and limitations each preservice teacher encountered during student teaching. This study suggests that PTs need support from multiple stakeholders to adopt and enact culturally sustaining pedagogies, and it raises questions about what more teacher education programs can do to support PTs once they enter student teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500286 |
| Database: | ERIC |
| Abstract: | This qualitative study examined elementary education preservice teachers' (PTs') enactments of culturally responsive and sustaining pedagogies within their respective field placements. Data collection occurred across three semesters, including participant interviews, field observations, and teaching artifacts. Analysis indicates that the PTs' field placement context(s) shaped the affordances and limitations each preservice teacher encountered during student teaching. This study suggests that PTs need support from multiple stakeholders to adopt and enact culturally sustaining pedagogies, and it raises questions about what more teacher education programs can do to support PTs once they enter student teaching. |
|---|---|
| ISSN: | 0007-8204 1943-2216 |
| DOI: | 10.58680/ee202557295 |
