Publication Date

2005

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Educational Methods | Teacher Education and Professional Development

Abstract

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.

Document Type

Accepted Version

Comments

This article is the author-created version that incorporates referee comments. It is the accepted-for-publication version. The content of this version may be identical to the published version (the version of record) save for value-added elements provided by the publisher (e.g., copy editing, layout changes, or branding consistent with the rest of the publication).

Rights

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

Original Citation

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

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