Developing reflective literacy leaders: a case study of action research in a graduate reading specialist certification program

Abstract

ABSTRACT The purpose of this single-site case study was to examine the experiences of graduate teachers enrolled in a Reading Specialist Certification (K–12) program who engaged in literacy-related action research that was woven throughout their coursework. Qualitative data included 24 graduate teachers’ video self-analyses, reflection blog entries, and a culminating action research paper. The findings revealed that teachers developed skills of reflective practice, critical participatory inquiry, and leadership as a function of conducting action research. If graduate literacy programs are required to comply with the International Literacy Association’s Standards for the Preparation of Literacy Professionals, which focus on the knowledge, skills, and dispositions necessary for effective evidence-based practices in literacy curriculum, instruction, assessment, and leadership, then literacy teacher educators should consider embedding action research throughout their graduate programs. The authors of this study believe that their newly redesigned graduate reading specialist certification program has taken broad steps in this direction.