Skip to main content
Article
Using teaching cases to foster a culturally responsive literacy pedagogy.
Faculty Publications
  • AnnMarie Alberton Gunn
  • Nancy L. Williams
SelectedWorks Author Profiles:

AnnMarie Alberton Gunn

Document Type
Article
Publication Date
2015
Date Issued
2015-01-01
Date Available
2015-10-14
Disciplines
Abstract
The purpose of this study was to describe the perceptions of a professor who used teaching cases that featured literacy and diversity issues in a course entitled Early and Emergent Literacy. The participants of this study are a literacy professor and the preservice teachers (n = 20) enrolled in the course. Interviews, a researcher reflective journal, a professor-kept journal, and on participant observation notes were used to unfold the lived experiences of the participants throughout one semester. The use of teaching cases that feature diversity and literacy issues were shown to be an effective tool for fostering a culturally responsive literacy pedagogy. Recommendations and implications are discussed for teacher educators.
Comments

Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Teacher Education and Practice, 28(1), 45-57.

Language
en_US
Publisher
Rowman & Littlefield Education
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
Gunn, A.A. & Williams, N.L. (2015). Using teaching cases to foster a culturally responsive literacy pedagogy. Teacher Education and Practice, 28(1), 45-57.