Reading the Room: The Pedagogy of Teacher Literacy Education in a Pandemic

• In Event: Cultivating Dialogue in Language and Literacy Teacher Education

Abstract

Providing high quality professional development and education in literacy for inservice teachers is an essential element of student success. This qualitative self-study used Third Space theory to investigate, in the context of the recent pandemic, the components that inform how literacy learning can best be facilitated for inservice teachers. The results of this inquiry concurred with existing understandings of successful teacher literacy education, which indicate teacher educator expertise and inservice teacher engagement impact teacher learning. Further, the results add to existing knowledge by exploring sensory impacts of digital instruction on teacher education and suggesting accountability of school leadership and self-care for teacher educators is essential to practice. Implications for practitioners in teacher literacy education, coaching, and school administration are discussed.

Authors

• Mona Beth Zignego, CESA

• Kathleen Marie Sellers, Miami University - Oxford