Preservice teachers' stories from the literacy landscape: engaging adolescent readers & negotiating the professional knowledge landscape

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dc.contributor Atkinson, Becky
dc.contributor Coleman, Julianne
dc.contributor Guyotte, Kelly
dc.contributor Hilliker, Kathrine
dc.contributor.advisor Wilson, Elizabeth
dc.contributor.author Banks, Pamela A.
dc.date.accessioned 2020-03-12T18:06:30Z
dc.date.available 2020-03-12T18:06:30Z
dc.date.issued 2019
dc.identifier.other u0015_0000001_0003529
dc.identifier.other Banks_alatus_0004D_14033
dc.identifier.uri http://ir.ua.edu/handle/123456789/6671
dc.description Electronic Thesis or Dissertation
dc.description.abstract This narrative inquiry sought to report and explore the lived experiences of four preservice teachers who took part in a teacher education program at a public university in the southeastern United States. Specifically, this study examined participants’ lived experiences as they related to gaining personal practical knowledge required to be teachers of reading in their specific content-areas. Of these participants, two were social science teachers, one was music, and one was English language arts. All participants took part in an undergraduate literacy course as part of their required Teacher Education Program coursework. The results of this study expand the current literature concerning preservice teachers’ educational needs in undergraduate content literacy courses and provide insight into their perceptions about the goals and realities of teaching literacy skills in their content-areas. Thematic narrative analysis was used to discern themes in the participants’ interviews. From two in-person interviews per participant and one focus group interview conducted via Zoom, three themes emerged from this inquiry: predominant test-prep pedagogy, discrepancies between literacy course experience and student teaching, and feelings of deficiency related to self-efficacy. Adopting Clandinin and Connelly’s (1995) conception of the professional knowledge landscape of schools, this study utilized qualitative methods of interviewing, transcription, and thematic narrative analysis to draw attention to the ways preservice teachers negotiated tensions within their professional knowledge landscape as they worked to engage adolescents in reading and as they gained personal practical knowledge of literacy instruction.
dc.format.extent 181 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Secondary education
dc.title Preservice teachers' stories from the literacy landscape: engaging adolescent readers & negotiating the professional knowledge landscape
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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