Using literacy quadrants in preparing teachers of writing: Reflective tools for identity, agency, and dialogue
Journal Title/Source
Teaching/Writing: The Journal of Writing Teacher Education
Publication Date
2019
Volume
6
Issue (if applicable)
1
Page Numbers
Article 6
Document Type
Journal Article
Department
English
Abstract
The researchers of this hermeneutic phenomenological study applied Colaizzi’s (1978) method to analyze and interpret English Language Arts (ELA) teacher candidates’ (TC) learning experiences with literacy quadrants and narratives while attending secondary writing instruction methods courses in diverse institutional settings. Qualitative strategies of data collection included inquiry-driven activities such as drawing and written reflections to literacy quadrants, as well as oral responses to open-ended questions. TCs, moving from knowledge to action, were reflexive about their literacy and learning experiences and the application of knowledge and practices when preparing to teach English to all students. Analysis of TCs’ narratives showed reliance on prior assumptions about teaching writing, increased reflexive stance toward literacy practices, and improved awareness of their professional identities, efficacy, and agency as teachers.
Recommended Citation
Olan, Elsie L. and Richmond, Kia Jane, "Using literacy quadrants in preparing teachers of writing: Reflective tools for identity, agency, and dialogue" (2019). Journal Articles. 450.
https://commons.nmu.edu/facwork_journalarticles/450