USF St. Petersburg campus Faculty Publications
Using teaching cases to foster a culturally responsive literacy pedagogy.
Document Type
Article
Publication Date
2015
ISSN
0890-6459
Abstract
The purpose of this study was to describe the perceptions of a professor who used teaching cases that featured literacy and diversity issues in a course entitled Early and Emergent Literacy. The participants of this study are a literacy professor and the preservice teachers (n = 20) enrolled in the course. Interviews, a researcher reflective journal, a professor-kept journal, and on participant observation notes were used to unfold the lived experiences of the participants throughout one semester. The use of teaching cases that feature diversity and literacy issues were shown to be an effective tool for fostering a culturally responsive literacy pedagogy. Recommendations and implications are discussed for teacher educators.
Language
en_US
Publisher
Rowman & Littlefield Education
Recommended Citation
Gunn, A.A. & Williams, N.L. (2015). Using teaching cases to foster a culturally responsive literacy pedagogy. Teacher Education and Practice, 28(1), 45-57.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Teacher Education and Practice, 28(1), 45-57.