Coursework in Context: Preservice Teachers' Reflections on Literacy Instruction Through Service-Learning

• In Event: AERA Poster Session 5
  In Poster Session: Division K Section 6 Poster Session

Abstract

How preservice teachers integrate understandings of content knowledge, pedagogical practice, community understandings, and self-conceptualizations as they relate to literacy instruction before they actually enter the classrooms as student teachers or as practicing teachers remains unclear. The current study’s purpose was to explore how preservice teachers’ understand their position in the classroom and their roles as future elementary literacy teachers while participating in two service-learning courses situated in an diverse community context.

Authors

• Jane H Noble, Louisiana State University

• Kim Skinner, Louisiana State University