Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator's literacies pedagogies

Authors

  • Dr. Lori McKee University of Saskatchewan
  • Dr. Tara-Lynn Scheffel Wilfred Laurier University

DOI:

https://doi.org/10.20360/langandlit29699

Keywords:

preservice teacher education, literacies pedagogies, self-study

Abstract

This paper shares findings from a Self-Study of Teacher Education practice (S-STEP) where we leveraged our long-standing relationship as critical friends to examine our teacher education pedagogies in our elementary English Language Arts courses in 2022-2023. Guided by posthuman perspectives, we consider the relational movements that produced our pedagogies during a currently contentious field mapped by polarizing views in reports, social media, and teacher professional texts. We name movements our literacies pedagogies with/in these challenging times highlighting instances where the context shaped our pedagogies and where our pedagogies moved against the context. This paper offers an invitation to other educators to consider ways that we can create a culture that honours expansive understandings of literacies and creates spaces for curriculum-making and pedagogical inventiveness.

Author Biographies

Dr. Lori McKee, University of Saskatchewan

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan. Lori’s research focuses on the intersections of literacies, pedagogies, and teacher professional learning. She is currently a co-investigator on the Reading Pedagogies of Equity: Networked Literacy Pedagogues as Resources for Academic Reading Praxes in Teacher Education project (funded through a SSHRC Insight Grant, Rachel Heydon, PhD, Principal Investigator).

Dr. Tara-Lynn Scheffel, Wilfred Laurier University

Dr. Tara-Lynn Scheffel is an Associate Professor in Language and Literacies at Wilfrid Laurier University in Ontario, Canada. Tara-Lynn’s research explores student/literacy engagement, community-based literacy initiatives, early literacy and literacy teacher education. She was previously the Elizabeth Thorn Chair in Literacy at Nipissing University and is a past president of the Language and Literacy Researchers of Canada (LLRC).

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Published

2024-10-22

How to Cite

McKee, L., & Scheffel, T.-L. (2024). Supporting preservice teachers to navigate the tensions of teaching English Language Arts: An examination of two teacher educator’s literacies pedagogies. Language and Literacy, 26(3), 75–95. https://doi.org/10.20360/langandlit29699

Issue

Vol. 26 No. 3 (2024): Special Issue: Literacy Teachers Navigating Turbulent Times in Canada.

Section

Article

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