Promoting the Equitable Teaching of Literacy Through Investigation of Theoretical Orientations

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Impacts on Teacher Knoweldge and Practice (Table 6)

Abstract

This study investigated graduate students’ theoretical orientations and beliefs about literacy teaching and learning linked with their real-world teaching practice. It used a basic qualitative research design to interpret how the students’ theoretical lenses influenced their pedagogy. Data was collected through the document review method, and the data analysis was undertaken by descriptive and deductive values coding. The analysis results illustrate that through reflection and inquiry, graduate students discovered which lenses they align with and integrated into their practice and how they use their knowledge of students to make instructional choices, cutting across theoretical orientations. The participants found theoretical supportive evidence for their literacy practice, which may equip them for pedagogical pluralism, equitable literacy teaching, and democratic deliberation.

Authors

• Tina Chaseley, Northern Arizona University

• Qian Chen, Northern Arizona University