Developing Teachers’ Knowledge of Inclusive and Critical Pedagogies for the Literacy Classroom Through Action Research

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Empowerment and Agency: Navigating Inquiry and Critical Perspectives in Teacher Education and Workplace (Table 2)

Abstract

Amid the renewed Reading Wars with its polarized debate on “best practices'' in literacy instruction, there is a need to understand teacher candidates’ perceptions of literacy instruction in relation to inclusive and critical pedagogies. Guided by teacher inquiry and critical pedagogy perspectives, this case study examined how teacher candidates’ action research on literacy interventions informed their perspectives about equitable and inclusive teaching. Course artifacts from 28 special education teacher candidates enrolled in a required methods course were analyzed. Findings showed an improved understanding and self-efficacy on supporting student learning, but their perceptions of inclusive and critical pedagogies were limited. The study points to the need to prepare developing teachers with knowledge and skills to design inclusive, culturally sustaining instruction.

Authors

• Huijing Wen, Moravian University

• Valerie Harlow Shinas, Lesley University