Abstract/Details

Composing ourselves: Utilizing literacy narratives to promote knowledge and reflection in preservice secondary English teachers


2010 2010

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Abstract (summary)

My research entails examining and interrogating the literacy narratives written by six preservice secondary English teachers before their first semester of teaching. After writing their literacy narratives, these teachers worked together in two focus groups to consider, celebrate, and interrogate their memories they recorded in their narratives. They shared conversations which focused on their reflections, their teaching strategies, and the ideas they embraced as newly forming teachers.

This study considers claims made by Dewey (1933), Lortie (1975), Schulman (1986), and others, who emphasize the importance of learning through observation and the intuitive nature of reflective learning and teaching. It emphasizes the indelible impressions gained through preservice teachers' years of learning as students first, long before they began to see themselves as teachers. It considers how age and experience add to one's knowledge of teaching, and how conversations surrounding teachers' memories can enhance a person's perceptions of what ideas and practices might work best in his or her future secondary English classroom. It also examines the thoughtful consideration of the ideas and practices which might better be left behind.

This project offers an inside look at how the experiences preservice teachers first have as student impact their memories and ultimately, affect their teaching beliefs and practices. Finally, it informs teacher educators about how using literacy narratives in their methods classrooms and then creating learning communities comprised of preservice teachers to interrogate those narratives, can have a positive impact on the shaping and training of English Language Arts educators.

Indexing (details)


Subject
Language arts;
Teacher education;
Secondary education;
English teachers;
Narratives;
Classroom discussion
Classification
0279: Language arts
0530: Teacher education
0533: Secondary education
Identifier / keyword
Education; English; Learning communities; Literacy narrative; Preservice teachers
Title
Composing ourselves: Utilizing literacy narratives to promote knowledge and reflection in preservice secondary English teachers
Author
Almeda, Cheryl Henderson
Number of pages
216
Publication year
2010
Degree date
2010
School code
0257
Source
DAI-A 72/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124426044
Advisor
Bush, Jonathan
University/institution
Western Michigan University
University location
United States -- Michigan
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3440804
ProQuest document ID
848638518
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/848638518
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