Literacy Teacher Educators Teaching for a Just and Equitable Education

• In Event: Teacher Educators for Just and Equitable Education: International Comparisons and Mutual Dilemmas

Abstract

Objectives
We are conducting the large-scale study, Literacy Teacher Educators: Their Backgrounds, Visions, and Practices, which focuses specifically on literacy teacher educators (LTEs), a particularly under-researched group (Wold et al. 2011). Our large-scale study of 28 LTEs from U.S., Canada, UK, and Australia is examining their backgrounds, views, research activities, identity, and pedagogy.

Theoretical Framework
According to Cochran-Smith (2003), while teacher educators are key to reform there is limited understanding of how they are to accomplish their many tasks. What do teacher educators need to know? Author et al., (2015) have identified four spheres of knowledge for literacy teacher educators: research; pedagogy of higher education; literacy; current school and government initiatives. Identifying spheres of knowledge is helpful but the key question is how do LTEs acquire this vast knowledge? Their learning is often left to happenstance, their pedagogies and goals vary markedly, and they tend to teach what they know (Author et al., 2017, 2013).

Methods
All 28 LTEs were interviewed three times. The first interview considered their background experiences; turning points in their career (personal and professional); and research activities. The second interview focused on their pedagogy (e.g., goals for their literacy course(s) assignments and readings). The third interview focused on use of digital technology. Much of the methodology was qualitative as defined by Merriam (2009) and Punch (2014). A modified grounded theory approach was used, not beginning with a fixed theory but generating theory inductively from the data, using a set of techniques and procedures for collection and analysis (Punch, 2014). For data analysis qualitative software NVivo was used.

Findings
1. Overall the LTEs were committed to preparing student teachers for a more just and equitable society. To meet these goals they drew on their personal knowledge and experiences because they taught “who they are.” Quite surprisingly their early childhood experiences, such as being a struggling reader, influenced their goals and pedagogy as classroom teachers and continue to be their priorities as teacher educators.
2. Most LTEs addressed social justice issues but tended to focus on an aspect related to their earlier life experiences. Their passion for a particular issue led them often to organizing community-based experiences for their student teachers. For example, they involved student teachers in a church-based project for new immigrants or in a drama project for children living in high needs areas. Often this work was related to their own research.
3. None received support from their institution for their initiatives and they tended to be “housed” in their given literacy course.

Educational Significance.
Although most LTEs were committed to an aspect of social justice, the impetus was their own life experiences. As a result there was a mixed medley of topics and pedagogies. Each initiative was valuable in its own right, but there needs to be more discussion among LTEs (and teacher educators) so many aspects of social justice are addressed and not done idiosyncratically. Is there a sphere of knowledge they need in order to teach for just and equitable education?

Authors

• Clare Kosnik, University of Toronto/OISE

• Clive M. Beck, OISE/University of Toronto