Cultivating Preservice Teachers’ Knowledge and Agency to Enact Responsive Literacy Instruction

• In Event: Roundtable Session II
  In Roundtable Session: Advocacy, Agency, identity, and Self-Efficacy in Teacher Education and Policy and Legislation

Abstract

This study examines links between knowledge, agency, and responsive literacy instruction as a preservice teacher (PST) provided one-to-one literacy instruction. Findings illustrate a dynamic interplay between PST knowledge, agency, and responsiveness. Given few teacher education programs sufficiently prepare PSTs for enacting responsive instruction amid a sociopolitical context designed to prevent responsive instruction, findings offer insight into how to prepare PSTs to enact practices that ultimately result in equitable literacy instruction and outcomes for all students.

Authors

• Lisa O'Brien, Merrimack College

• Christine Leighton, Emmanuel College

• Poonam Arya, Wayne State University