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ERIC Number: EJ811776
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1938-8071
Multicultural Literacy Teacher Education: Seeking Micro-Transformations
Dooley, Caitlin McMunn
Literacy Research and Instruction, v47 n2 p55-75 2008
Using Conceptual Change Theory, this qualitative study of literacy teacher education investigated how eight beginning teachers developed knowledge about multicultural literacy pedagogy. Teachers' written and spoken language was analyzed from data sources collected during and outside of a preparation course, part of a nighttime alternative certification program. Conceptual changes took place for several topics, but not for all. When changes occurred, they resulted in broadened conceptions, thus enabling the teachers to investigate and embrace a wider range of possibilities for literacy than they had previously acknowledged. Findings suggest multicultural teacher educators seek "micro-transformations" in teachers' knowledge in order to support the development of multicultural educators. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A