Teachers' Preparedness to Teach Contested Texts: A Multiple Case Study (Poster 39)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Research in Reading and Literacy Poster Session 3

Abstract

This multiple case study addresses the increasing challenges faced by teachers when their assigned readings come under scrutiny and potential challenges. Drawing on the growing concerns surrounding book censorship, the study examines the experiences and perspectives of in-service teachers in navigating these contentious situations. The research explores how teacher education programs prepare educators to handle book challenges. Initial findings reveal themes related to teacher identity, insufficient preparation from educator preparation programs, the importance of administrative support, and the influence of the political climate on teacher preparedness and decision making. The study's significance lies in its potential to inform educator preparation programs, school administrators, and in-service teachers, offering recommendations to enhance their ability to address book challenges effectively.

Authors

• Jess Smith, Bellarmine University

• Kelsey Leigh Stokes, Baylor University

• Ashleigh Maldonado, Hill College

• Maggie Bryant, Baylor University