Envisioning Their Future Classrooms: Elementary Preservice Teachers' Beliefs About Literacy Instruction

• In Event: Critical Practices in English Teacher Education: Challenging, Refining, and Reimagining Teacher Learning

Abstract

Grounded in scholarship on teacher beliefs and through focus group interviews, this multi-institutional study examined the beliefs about literacy instruction of elementary preservice teachers (PSTs) from six teacher education programs across the eastern, southern, and central parts of the USA. Findings suggest that the PSTs were motivated to connect with students and build a love of literacy that was individualized and relevant to students’ lived experiences. Yet, they differed about how required curriculum aligned with their beliefs. They also expressed a reliance on the mentorship of practicum teachers and/or professors for guidance. As PSTs graduate and move into the field, our findings reveal that they do so with great optimism, but could benefit greatly from continued mentorship.

Authors

• Xiufang Chen, Rowan University

• Poonam Arya, Wayne State University

• Carin L Appleget, Creighton University

• Kierstin M Giunco, Boston College

• Tori Golden Hughes, University of Georgia - Athens

• Christine Leighton, Emmanuel College

• Jacquelynn S. Popp, Lake Forest College

• Crystal Dail Rose, Tarleton State University