Exploring a preservice teacher’s literacy knowledge and positioning

Bibliographic Data

ID22204144
AuthorsAdeline Borti (0000-0001-8587-7562, Grand Valley State University, corresponding author)
Year2023
Volume8
Issue1
Pages100526
Publication date2023-01-01
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2023.100526
OpenAlexW4375821634
LanguageEN
References cited36

Existing literature shows the importance of teachers’ knowledge about literacy and its influence on teachers’ beliefs, pedagogy and students’ literacy development, and students’ general academic achievement. Despite the importance of teacher knowledge about literacy, research still shows varied and limited knowledge of teachers about literacy. Further, qualitative research in preservice teacher knowledge using positioning theory is limited. In this qualitative case study, I used interviews and observations to explore how a preservice teacher at a university in a Rocky mountainous part of the northwestern region of the United States of America conceptualizes and enacts literacy and how she positions herself in relation to literacy knowledge. Based on the interview and observation data, the analysis shows that the preservice teacher has displayed satisfactory knowledge about literacy content knowledge, pedagogical content knowledge, knowledge of the learner, and knowledge of the literacy curriculum, and the implications of the findings are discussed

Curriculum · Knowledge level · Literacy · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies

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