ERIC Number: EJ950912
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Educating for Identity: Problematizing and Deconstructing Our Literacy Pasts
Parr, Michelann; Campbell, Terry A.
Alberta Journal of Educational Research, v57 n3 p337-348 Fall 2011
In order to become effective teachers of language and literacy, it is critical for teacher candidates to have a sense of who they are as literate beings, how their literacy pasts have been lived, and how this might have an influence on the students in their classrooms. As teacher educators, we should not allow teacher candidates to rest simply with the recollection of key literacy events and memories. In order to be fully aware and wide awake to the complex task of teaching language and literacy, teacher candidates need to be engaged in active discussion that involves problematizing and unpacking their experiences, memories, and stories and what they really mean in past and present conceptualizations of literacy and sociocultural contexts.
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Language of Instruction, Teacher Educators, Preservice Teachers, Language Teachers, Literacy, Sociocultural Patterns
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A