Addressing our Differences and Power Dynamics in Implementing a Humanitarian Literacy Research with Preservice Teachers

• In Event: Breaking through Deficit Narratives in Literacy

Abstract

This study investigates preservice teachers' (PSTs) content and pedagogical content knowledge of reading instruction in an African context facing low literacy rates. Results indicate limited knowledge, especially in fluency, phonemic awareness, and word structure. Third-year PSTs performed significantly better than second-year students. Findings emphasize the need to enhance PSTs’ training, curriculum evaluation, and practical teaching experience to improve literacy outcomes.

Submitting to other because I am an Area 1 co-chair.

Author

• Adeline Mansa Borti, Grand Valley State University