International Journal of Learning, Teaching and Educational Research
Issue (if applicable)
School of Education, Leadership, and Public Service
This case study examined concentric and reciprocal notions of reading—that of high school students, a pre-service teacher, and a teacher educator. An intern charged with teaching students to read, interact with, and compose texts in an English/language arts classroom constructed her role in the classroom based on her reading the “text” of her internship experiences, relationships, and responsibilities. Using interviews and observations, a teacher educator read and interpreted the classroom “text” the pre-service teacher “composed” during her internship and then constructed a two-act “play” which details the conflict in the intern’s enacting the dual role of student-teacher and her subsequent reading of the classroom “text” from her stance as student-teacher. Concepts of classroom literacy for teachers and teacher educators are considered.
Edge, Christi U., "(Mis)Reading the Classroom: A Two-Act “Play” on the Conflicting Roles in Student Teaching" (2017). Journal Articles. 323.