From Preparation to Practice: A Longitudinal Exploration of Beginning Literacy Teachers’ Sense of Purpose and Accompanying Tensions

• In Event: Advancing Literacy for Transformative Change

Abstract

Using qualitative case study and content analysis methods, this study explores how three elementary beginning literacy teachers describe their sense of purpose and tensions over time. Findings suggest that, as teachers’ tensions evolved, they maintained their sense of purpose while adjusting their literacy approaches to navigate gaps in students’ foundational reading skills. Findings highlight the importance of ongoing dialogue between teacher educators and beginning teachers as we consider effective ways to meet students’ literacy needs.

Authors

• Kierstin Giunco, Boston College

• Christine Leighton, Emmanuel College

• Poonam Arya, Wayne State University

• Jacquelynn S Popp, Lake Forest College

• Tori Golden Hughes, University of Georgia

• Carin Appleget, Creighton University

• Xiufang Chen, Rowan University

• Crystal Dail Rose, Tarleton State University