Abstract
Teacher candidates are asked to often reflect on their own direct instruction, without adequate opportunity to engage in thinking about critical pedagogy and teacher beliefs, or to connect to issues of context or equity. Bartow Jacobs followed three cohorts of English language arts (ELA) teacher candidates as they wrote narratives around a critical moment of practice from their practice teaching. Narratives were shared as a central text for class discussion and then teacher candidates reflected on the experience. Findings point to the ways that engaging in critical storytelling and narrative writing pushed the focus—both individually and programmatically—of teacher preparation teaching to involve the complex sociocultural and sociopolitical aspects of practice that is often left out of discussion of field experiences.
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Jacobs, K.B. (2020). The Role of Critical Narratives in Broadening Teacher Candidates’ Literacy Beliefs Around ELA Teaching Practice. In: Gallagher, T.L., Ciampa, K. (eds) Teaching Literacy in the Twenty-First Century Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-47821-6_7
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DOI: https://doi.org/10.1007/978-3-030-47821-6_7
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