Building Knowledge and Developing an Identity as a Literacy Teacher Educator

• In Event: Roundtable Session 18
  In Roundtable Session: A Global Examination of Teacher Preparation

Abstract

This study involved 28 literacy/English teachers in four countries: Canada, U.S., UK, and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity, and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Many felt that they needed to hold dual identities – teacher and academic – because they were still heavily involved in schools through their research and in-service activities. Several felt that there was a hierarchy in their department with those most removed schooling at the highest tier. Most see themselves in the field of literacy not teacher education.

Authors

• Clare Kosnik, University of Toronto

• Lydia Menna, OISE/University of Toronto

• Pooja Dharamshi, University of Toronto - OISE

• Cathy Marie Miyata, University of Toronto

• Yiola Cleovoulou, University of Toronto - OISE

• Clive M. Beck, OISE/University of Toronto