Creating Space for Negotiating Pedagogical Identities in Disciplinary Literacy Instruction

• In Event: 29.049 - Disciplinary Literacy Instruction

Abstract

This qualitative study examined a professional development model of content coaching in which literacy mentor teachers, trained by literacy professors, were asked to engage in literacy strategy instruction within their own teaching while effectively guiding and supporting intern teachers in literacy strategy instruction. Findings revealed that The Literacy Mentor Project created a dialogic space where the teachers constructed multilayered, pedagogical identities around disciplinary literacy strategy instruction. Several design factors contributed to the production of this space including time carved out from the regular school day, literacy mentor group meetings facilitated by an outside literacy consultant, minimal involvement by district administration, and collegial groups in which all participants were deliberately positioned as possible knowers or experts in literacy strategy instruction.

Author

• Brenna Towle, University at Buffalo - SUNY