Teacher Grit, Maturity, and Risk-Taking: Developing Teacher Candidates' Knowledge of Literacy Assessments and Interventions

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Cultivating Effective Literacy Instruction and Assessment in Preservice Teachers

Abstract

Teacher educators are responsible for preparing generations of future teachers to be successful in the classroom. This task continues to be a challenge, particularly in preparing elementary teachers who spend much of their instructional time focused on literacy instruction and assessment. Teacher education programs need research that develops teachers’ knowledge of reading assessments and instruction. In this qualitative study, we add to the theoretical research on teacher grit and resilience by examining how teacher candidates (TCs) respond to literacy assessment and intervention through reflective writing. Over time, we found that TCs either developed stronger characteristics of five themes (teacher maturity, decision-making, grit, instructional practices, and risk-taking) related to literacy assessment and instruction, or they felt challenged within the five themes.

Authors

• Tracey S. Hodges, University of Alabama

• Chyllis Elayne Scott, University of Nevada - Las Vegas

• Erin Kuhl Washburn, Binghamton University - SUNY

• Sophie Marie Ladd, University of Nevada - Las Vegas

• Sharon Diane Matthews, Texas A&M University - College Station