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ERIC Number: EJ821447
Record Type: Journal
Publication Date: 2005-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1047-6210
Becoming a Teacher of Literacy: The Struggle between Authoritative Discourses
Larson, Mindy Legard; Phillips, Donna Kalmbach
Teaching Education, v16 n4 p311-323 Dec 2005
This study describes and analyzes the influence of an ideological conflict between a teacher education program and a school district upon one pre-service teacher's emerging identity as a teacher of literacy. Using poststructural feminism as the theoretical framework and a single case study analysis, the study illustrates how the discourse of the school district's scripted reading program and the discourse of the university's comprehensive literacy positions Claire, the pre-service teacher. The data analysis demonstrates how being positioned between these two competing and authoritative discourses conflicts with her understanding of reading and reading instruction. Reflecting upon the data, the research becomes a self-study of the teacher educator/researchers. Four unresolved tensions seek to create spaces of resistance and change.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A