Literacy Curricula, Common Core, and Defending an Unpopular Profession: The Lived Experiences of Preservice Teachers

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-5 - Reading, Writing, and Reflecting: Teacher Experiences in English Language Arts

Abstract

This qualitative study explored the perceptions of eight pre-service early childhood and childhood education teachers regarding the teaching of Common Core-aligned English language arts. Specifically examined were the participants’ understandings of the CCSS, the EngageNY English language arts (ELA) curriculum, and their feelings about becoming teachers. Phenomenological methods were used to analyze data for significant statements made by all 8 pre-service teacher participants. Major themes to emerge include that pre-service teachers felt unease with curriculum development, despite the fact that each felt comfortable with lesson planning and implementation, that they perceived that the Common Core State Standards impacted the planning and teaching of English language arts, and, finally, the participants expressed anxiety and excitement about entering the teaching profession.

Author

• Susan A. Sturm, Nazareth College