Journal Title/Source

International Journal of Learning, Teaching and Educational Research

Publication Date

1-2017

Volume

16

Issue (if applicable)

1

Page Numbers

38-56

Document Type

Journal Article

Department

School of Education, Leadership, and Public Service

Abstract

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.

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