Abstract

We report on a study of preservice teachers who tutored adults learning English in a free evening class while simultaneously taking a course titled Community Literacy. Exploring their participation, we wondered in what ways pedagogy developed within this context. Drawing on a close discourse analysis of preservice teachers’ written work, we found that each preservice teacher constructed pedagogy differently but in ways that drew on students’ funds of knowledge, interests, ways of learning, and political interests. Moreover, through reflections on practice, preservice teachers sedimented their identities as teachers who see diversity as a resource in teaching.

Citation

Mosley, M. & Zoch, M. (2012). Tools that come from within: Learning to teach in a cross-cultural adult literacy practicum. Teaching and Teacher Education: An International Journal of Research and Studies, 28(1), 66-77. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/202277/.

Keywords

• Culturally responsive pedagogy
• literacy
• Practicum
• preservice teachers