Fostering Criticality in Surveilled Spaces: Preservice Teachers’ Sensemaking of Literacy Instruction in Light of Legislative Mandates

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

Abstract

This paper explores how legislative mandates on literacy influence how preservice teachers make sense of their literacy knowledge and practice derived from their engagement with coursework. Using sensemaking theory and critical literacy as frameworks, this work illustrates the possibilities and limitations of teacher education, particularly as shifts in policy emphasize a transition from balanced to structured literacy practices.

Author

• Kristen N Driscoll, University of Illinois Urbana-Champaign