This research examined preservice teachers’ beliefs about critical literacy praxis in a rural teacher education program. Using qualitative methods, preservice teachers participated in interviews, reflective engagements, and picture book analysis. Thematic analysis was used to understand preservice teacher reflections on critical literacy, structured around discussions about multicultural literature, and preservice teacher experiences with critical literacy practices in their coursework. This article presents preservice teachers’ beliefs on critical literacy praxis.
Sotirovska, V., & Vaughn, M. (2022). Developing Preservice Teachers’ Critical Literacy Praxis in a Rural Teacher Education Program. Reading Horizons: A Journal of Literacy and Language Arts, 61 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol61/iss2/2