ERIC Number: EJ964853
Record Type: Journal
Publication Date: 2012-Jun
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1086-296X
EISSN: N/A
"This Project Has Personally Affected Me": Developing a Critical Stance in Preservice English Teachers
Scherff, Lisa
Journal of Literacy Research, v44 n2 p200-236 Jun 2012
This study draws from a number of researchers who push for critical literacy and a critical stance to question power, inequality, and the status quo; to understand scholars' own participation in power structures; and to reframe and retheorize scholars' beliefs and understandings. In this article, the author uses the critical stance framework to analyze preservice English language arts teachers multigenre inquiry projects, projects that were meant to engage them in reflection, critical thinking, and action. The qualitative analysis of classroom-based work is guided by the following questions: To what extent do preservice teachers go beyond answering a question of interest to adopting a critical stance, and what does this critical stance look like? (Contains 1 table, 2 notes, and 8 figures.)
Descriptors: Preservice Teachers, English Teachers, Language Arts, Secondary Education, Informal Reading Inventories, Reading Motivation, Critical Literacy, Multimedia Materials, Student Characteristics, Educational Environment, Teacher Educators, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A