Preservice Teachers' Enactment of Culturally Relevant Texts During Pandemic-Era Virtual Field Placements in Detroit

• In Event: Expanding Virtual Preservice Teacher Learning Through Simulated Practice, Virtual Placements, and Video Analysis

Abstract

This study examined pre-service teachers who facilitated culturally relevant literacy pedagogies during remote reading practicum experiences in conjunction with a partnering Detroit agency that supported children participating in remote schooling during a context of pandemic emergency virtual teaching. The reading methods course and practicum required the pre-service teachers to facilitate culturally relevant text tutoring sessions with a struggling reader. An examination of culturally relevant text lesson reflections and interview transcripts revealed an enhanced understanding of the role that culture plays in supporting children’s imaginative capital. An examination of perspectives of the agency coordinators revealed the benefits of the university partnership to bridge the achievement gap as a consequence of not attending in-person schooling and support the literacy development of remote learners.

Author

• Kirsten D. Hill, University of Michigan - Dearborn