Challenges and successes of learning to teach critical literacy in elementary classes: The experiences of pre-service teachers

Abstract

In critical literacy instruction, students analyze and produce text to identify and address societal norms that perpetuate discrimination and oppression. However, little is known about how preservice teachers (PSTs) gain the knowledge and skills to effectively use these practices with young children. This study examines the experiences of 40 PSTs enrolled in a literacy course grounded in Lewison et al.’s (2014) well-known model for critical literacy instruction. PSTs planned, taught, and reflected on their lessons taught to elementary classes. Findings illuminate what they learned about supporting elementary students to become critical readers and writers and the challenges they faced.