"A Teacher's Actions Matter": A Multicase Study of Literacy Teacher Learning

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Taking Action in Teacher Education (Table 10)

Abstract

In this study, I examine how literacy preservice teachers (PTs) embraced and enacted culturally sustaining, anti-racist practices in their student teaching placement. Through qualitative data analysis using a racial literacy lens, I learned the PTs approaches were influenced by their individual identities, experiences and languages. Additionally, I found that the PTs attended to the various social, political, and physical school contexts in which they taught as they navigated through a number of tensions with the support of their cooperating teachers and university faculty. I consider important implications for teacher educators regarding how we may better prepare PTs to feel confident in disrupting educational and societal inequities within school spaces, especially when faced with contextualized tensions and barriers.

Author

• Jessica Murdter-Atkinson, University of North Texas
  Presenting Author