Identifying Design Principles for Preservice Literacy Teachers' Engagement in Research and Activism: A Design-Development Study

• In Event: Action Research: Honoring Social Justice in School Settings

Abstract

We are literacy teacher educators studying the preparation of teachers to engage in activism and research. In this report we focus on a group of 14 preservice teachers working across two years starting in December of 2017, through graduation in May of 2019, in a program program that led to the completion of an undergraduate degree and Early Childhood- Sixth Grade initial certification. Through the use of activity theory and formative design methodology, we systematically explored the influence of coursework and field experiences with practice-based research on these preservice teachers’ literacy practices, activist stances, and views of themselves as professionals. Findings are reported as design principles for the inclusion of practice-based research in preservice teacher education.

Authors

• Vickie Godfrey, The University of Texas

• Catherine Anne Lammert, Texas Tech University

• James V. Hoffman, The University of Texas at Austin

• Annie Daly-Lesch, The University of Texas at Austin

• Erica Holyoke, Keene State College