Using teaching cases to foster a culturally responsive literacy pedagogy.Faculty Publications
AbstractThe 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.
PublisherRowman & Littlefield Education
Creative Commons LicenseCreative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation InformationGunn, A.A. & Williams, N.L. (2015). Using teaching cases to foster a culturally responsive literacy pedagogy. Teacher Education and Practice, 28(1), 45-57.