Reclaiming Narratives of Expertise: A Self-Study of Teacher Educator Literacy Perspectives Amid Policy Shifts

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies of Teacher Educator Professional Expertise, Knowledge, and Growth (Table 10)

Abstract

Teacher educators (TEs) are held accountable to accreditation requirements while balancing their commitments to fostering preservice teachers (PSTs) equity-minded perspectives. This paper explores the impacts of legislative mandates on literacy education, particularly focusing on the transition from balanced literacy to structured literacy approaches. Using self-study methodology and a critical literacy lens within the context of a larger qualitative study, the author examines how her background in early childhood education and shifts in legislative mandates influenced her practice as a TE. Findings highlight the importance of pedagogical agency, the pitfalls of how policy defines literacy, and the need for critical perspectives in literacy education. This paper aims to illuminate the complexities of the ever-shifting landscape of educational policy and practice.

Author

• Kristen Driscoll, University of Illinois at Urbana-Champaign