Teaching by the Book: Pre-Service Teachers’ Reflections on ELA Curriculum Design and Use

• In Event: Roundtable Session VI
  In Roundtable Session: Advocacy, Agency and Self-Efficacy in Teacher Education

Abstract

This study examines preservice teachers’ reflections on ELA curricula in a junior-level literacy course at a regional university in the Appalachian Highlands. Using thematic and quantitative analysis of survey data from 41 PSTs, it explores their insights on curriculum design, usefulness, and future adoption. Findings highlight the strengths and limitations of these curricula, emphasizing the role of teacher educators in guiding PSTs toward informed, responsive decision-making that balances mandates with equitable, student-centered instruction.

Authors

• Shuling Yang, University of Maryland, Baltimore County

• Natalia Ward, ETSU