Learning to Teach Literacy: Figured Worlds of Teacher Candidates in Clinically Rich Literacy Methods Courses

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Preservice Teachers' Positionality With Culturally and Linguistically Diverse Students

Abstract

This qualitative study of teacher candidates enrolled in clinically-rich literacy methods courses explored their figured worlds of teaching and learning and how they changed as a result of coursework and supervised field placements in culturally and linguistically rich settings. Data in the form of interviews, written reflections, lesson plans and assignments from teacher candidates plus samples of elementary student work were collected and analyzed. Using microanalysis of the discourse, we examine the authoritative and internally persuasive discourses of teacher candidates’ figured worlds of teaching and learning literacy.

Authors

• Anissa Wicktor Lynch, SUNY - College at Old Westbury

• Elizabeth A. Morphis, SUNY - College at Old Westbury