Towards Socially Just Literacy Teaching in Virtual Spaces
This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2021-06-01
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| Series: | Journal of Curriculum Studies Research |
| Subjects: | |
| Online Access: | https://curriculumstudies.org/index.php/CS/article/view/79 |
| _version_ | 1797907194888323072 |
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| author | Elizabeth Isidro Laura Teichert |
| author_facet | Elizabeth Isidro Laura Teichert |
| author_sort | Elizabeth Isidro |
| collection | DOAJ |
| description | This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservice teachers towards socially just literacy teaching? By engaging in Narrative Inquiry, we unraveled preservice teachers’ experiences in facilitating literacy lessons that combine print-based and multimodal instruction, while learning about the specific tensions and questions that they confronted during the process. We realized that preservice teachers’ virtual teaching experiences develop towards more socially just teaching along the areas of knowledge, interpretive frames, teaching strategies, methods, skills, and advocacy and activism. We further found that this approach is a complex process characterized by the personal, contextual, and relational aspects of teaching. |
| first_indexed | 2024-04-10T10:32:38Z |
| format | Article |
| id | doaj.art-f053611cab0143a5b5fcdf7f268549fd |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-04-10T10:32:38Z |
| publishDate | 2021-06-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-f053611cab0143a5b5fcdf7f268549fd2023-02-15T16:21:04ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882021-06-013110.46303/jcsr.2021.6Towards Socially Just Literacy Teaching in Virtual SpacesElizabeth Isidro0Laura Teichert1Western Michigan UniversityWestern Michigan UniversityThis study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservice teachers towards socially just literacy teaching? By engaging in Narrative Inquiry, we unraveled preservice teachers’ experiences in facilitating literacy lessons that combine print-based and multimodal instruction, while learning about the specific tensions and questions that they confronted during the process. We realized that preservice teachers’ virtual teaching experiences develop towards more socially just teaching along the areas of knowledge, interpretive frames, teaching strategies, methods, skills, and advocacy and activism. We further found that this approach is a complex process characterized by the personal, contextual, and relational aspects of teaching.https://curriculumstudies.org/index.php/CS/article/view/79Virtual TutoringSocial JusticeCurriculum StudiesTeacher EducationOnline TeachingTeacher Stories |
| spellingShingle | Elizabeth Isidro Laura Teichert Towards Socially Just Literacy Teaching in Virtual Spaces Journal of Curriculum Studies Research Virtual Tutoring Social Justice Curriculum Studies Teacher Education Online Teaching Teacher Stories |
| title | Towards Socially Just Literacy Teaching in Virtual Spaces |
| title_full | Towards Socially Just Literacy Teaching in Virtual Spaces |
| title_fullStr | Towards Socially Just Literacy Teaching in Virtual Spaces |
| title_full_unstemmed | Towards Socially Just Literacy Teaching in Virtual Spaces |
| title_short | Towards Socially Just Literacy Teaching in Virtual Spaces |
| title_sort | towards socially just literacy teaching in virtual spaces |
| topic | Virtual Tutoring Social Justice Curriculum Studies Teacher Education Online Teaching Teacher Stories |
| url | https://curriculumstudies.org/index.php/CS/article/view/79 |
| work_keys_str_mv | AT elizabethisidro towardssociallyjustliteracyteachinginvirtualspaces AT laurateichert towardssociallyjustliteracyteachinginvirtualspaces |