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 educators/researchers. Four unresolved tensions seek to create spaces of resistance and change.
This is an electronic version of an article published in Teaching Education, volume 16, issue 4, 2005, pages 311-323. Teaching Education is available online at: http://dx.doi.org/10.1080/10476210500345607
Mindy Legard Larson & Donna Kalmbach Phillips
Becoming a teacher of literacy: The struggle between authoritative discourses.
Teaching Education, 2005, volume 16, issue 4, pages 311-323 http://dx.doi.org/10.1080/10476210500345607
Larson, Mindy Legard and Phillips, Donna Kalmbach, "Becoming a Teacher of Literacy: The Struggle between Authoritative Discourses" (2005). Faculty Publications. Accepted Version. Submission 4.