Preservice teachers (PSTs) come to teacher education programs after many years as students in the K–12 school system—a system that is focused on standardized testing and inauthentic literacy practices. These experiences have shaped PSTs’ personal literacy identities and their view of reading pedagogy, many times for the negative. In an effort to address this systemic issue, two university professors at different institutions conducted an action research study (N = 40) by redesigning their individual literacy methods courses around authentic literacy experiences with the intention of reshaping PSTs’ personal views of literacy and in turn their preconceived pedagogical ideas of literacy in K–12 classrooms. The findings from this study reveal that by using authentic literacy practices in a literacy methods course, the PSTs experienced a transformation in their reading habits and views of reading pedagogy and began to envision themselves a future reading teachers.
Kerbs, M., & Pule, H. (2023). Transformation of Preservice Teacher Identities: The Effects of Authentic Reading Experiences. Reading Horizons: A Journal of Literacy and Language Arts, 62 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol62/iss1/2