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More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher
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- Author / Creator
- Teske, Julie M
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Elementary teachers are known to be primarily responsible for the literacy of children, being termed “custodians” of literacy. However, this responsibility can be associated with serious doubts as to one’s competency and ability to teach this subject. Such doubts are common among pre-service and beginning teachers.
Framed in a sociocultural perspective, and using a case study research design, the purpose of this study was to develop an understanding of what it means to be a beginning elementary literacy teacher. This research draws attention to the way identity is socially constructed both through interactions with others and through teachers’ narratives of their teaching practice. Data collection included one semi-structured interview with each of six beginning teachers. Data analysis provided insight into five broad themes: teacher identity; the subject of language arts; literacy; literacy teacher identity; and constructivist teaching. Study findings included the role of a positive school context in establishing a strong sense of teacher identity, the role of mentorship as a way to support beginning teachers in their literacy teaching, and the implicit connection between theory and practice in the narratives of beginning teachers’ literacy teaching practices. Suggestions for changes in teacher education, and insights into the importance of mentorship are provided. -
- Graduation date
- Fall 2014
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.