Supporting Preservice Teacher Literacy Development: Lessons From a Literacy Lab

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Teacher Preparation: Humanizing Pedagogies, Literacy Labs, and Transnational Learning in Culturally Responsive Education (Table 9)

Abstract

This study addresses the inadequacies in resources, time, and access for hands-on manipulatives, high-quality curricular materials, and inclusive texts in teacher preparation programs. To address these challenges, we created a Literacy Lab to provide preservice teachers with an inviting environment and necessary resources for impactful literacy practices. Grounded in New Literacy Studies and Bronfenbrenner's Bioecological Theory, the lab supports the development of literacy pedagogical content knowledge (PCK). Findings indicate increased use for materials, field placements, and collaboration, empowering preservice teachers to make intentional pedagogical choices. The lab bridges research and practice, highlighting the importance of quality literacy materials and engaging learning environments to prepare strategic, socially-conscious educators.

Authors

• Stephanie M Branson, Northern Arizona University

• Tina Chaseley, Northern Arizona University

• Robert Macias, Northern Arizona University