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ERIC Number: ED365950
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 17
Abstractor: N/A
Reference Count: N/A
Reflection, Resistance and Research among Preservice Teachers Studying Their Literacy Histories: Lessons for Literacy Teacher Education.
Stansell, John C.
A study examined the impact of students' researching their own literacy histories upon their views of literacy and literacy learning but shifted to investigate sources of students resistance to the assignment. In the seven sections of a senior-level reading course, taught between 1988 and 1991, data were collected and analyzed to address the initial objectives. The 100 students who were enrolled in 4 subsequent sections of the course became the primary informants. Students were observed and interviewed as they worked both individually and with small groups. Histories (drafts and final versions) were also read and analyzed. Some students' views of their past literacy experiences, of literacy itself, and of research were transformed as they studied their own literacy histories. However, results indicated a strong theme of resistance on the part of many students as they worked in the assignment. Even after the assignment was redesigned to address issues of resistance, elements of resistance reappeared semester after semester. Some felt trapped in a game of guessing what the instructor wanted, others felt trapped by their inexperience as researchers. Signs of resistance were also not always apparent. For possibly one-third of the informants, there was no change in belief or perspective that was apparent. Findings suggest that writing literacy histories can be a useful pedagogical tool, but resistance from students should offer caution to teacher educators who see teacher research as potentially able to transform the profession's knowledge base. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A