Abstract
Recent movements to improve the reading scores of students in the United States, have revisited previous trends by emphasizing fundamentalist views of literacy as reading skills. Narratives appealing to political and administrative entities have created an environment that repositions teacher knowledge as a secondary component of student learning. The most recent movement includes the use of technology where teachers are positioned to respond to technology programs and assessments. Technology aligns well with the current reading skills emphasis and creates AI based instruction and assessment spaces reducing teacher and student interactions. This study examines how classroom teachers understand literacy instruction and assessment in the current context of reading instruction. A case study design was used to analyze thirty teachers’ definitions of literacy and descriptions of their classroom instruction and assessment. Data included multiple interviews with teachers across one academic year. Cross case analysis was utilized to examine the teacher group as an instrumental case. Results indicate that many of the teachers were repeating movement language and relying on processed information as filtered through media outlets, professional development programs, required curriculum, and assessment programs. The concept of processed information was salient due to the teachers’ overreliance on sources that process how research is interpreted, reframed and delivered through professional development, programs and assessments, and the media. Therefore, notions of teacher literacy knowledge are crucial to continue to examine in a context where technology is the primary mode of instructional and assessment delivery and processed information influences teacher knowledge.
Presenters
Julie L PenningtonProfessor, College of Education, The University of Nevada, Reno, Nevada, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teacher Knowledge, Curriculum
