Teachers’ Critical Reflexivity in Community: Transformative Literacy Education

• In Event: Advancing Literacy Education Through Teacher Development in Diverse Contexts

Abstract

In response to challenges that teachers face as a result of state policies requiring professional development and instruction based strictly on the science of reading, this qualitative study explores the significance of critical reflexivity in shaping the literacy perspectives and professional agency of inservice educators in an MA literacy education program. Primary data sources include reflective assignments and online interactions from three classes in the program. Through emergent coding and thematic analysis we identified three main themes: Reflexivity in Community, Transformative Change Through Curricula Revisions, and A Continuum of Critical Reflection Toward Action. This study advocates for the integration of critical reflexivity in graduate teacher education programs to support literacy educators and leaders toward advancement of educational equity.

Authors

• Lucinda A. Soltero-Gonzalez, University of Colorado - Denver

• Sarah Woodard, University of Colorado - Denver

• Lori Elliott, University of Colorado - Denver

• Erica Holyoke, University of Colorado - Denver