Literacy Curricula, the Common Core, and Defending an Unpopular Profession: The Lived Experiences of Undergraduate Preservice Literacy Teachers

Susan Sturm

doi:10.14305/jn.19440413.2018.12.1.04

Abstract

This study explored the lived experiences of eight pre-service teachers, specifically their understandings of teaching Common Core-aligned English language arts (ELA) and their feelings about becoming teachers of literacy amid the current era of accountability. Phenomenological methods were used to interview participants and analyze data for significant statements made by all eight pre-service teachers involved. Major themes to emerge include that pre-service teachers felt prepared to design ELA lessons but unprepared to develop an ELA curriculum; they felt the Common Core State Standards had changed everything about teaching; and they were anxious about becoming teachers during a time of great educational change. These findings can illuminate some of the tensions, successes, and challenges that pre-service teachers face, and may help teacher educators to tailor instruction to meet the needs of their students at a time when enrollment numbers in teacher education programs are at historic lows.

Highlights

Much has changed in public perception of education recently
While many have explored the effects of the Common Core State Standards (CCSS) (Albers, Flint, & Holbrook, 2016; Botzakis, Burns, & Hall, 2014), and of scripted curricula and mandates (Ede, 2006; Dresser, 2012; Milosovic, 2007; Parks & Bridges-Rhodes, 2012), on teaching and learning, less is known about the perceptions of pre-service teachers who are about to enter this high-stakes teaching environment
A recent RAND survey of the American Teacher Panel reported that 80-90% of the panel members indicated that their school districts required or recommended they download the EngageNY curriculum materials (Kaufman et al, 2017)

Summary

Introduction

Much has changed in public perception of education recently. The highly-politicized topic of education and the ease with which social commentary can take place on social media have created an environment of critical observation and examination among many Americans. One content area that has faced intense public scrutiny is English language arts (ELA) In this subject area, curricular mandates and scripted programs have become commonplace (Costigan, 2010; Griffith, 2008; Hargreaves, 2000). Some have reported pre-service teachers’ perceptions that what they have learned in their teacher preparation program misaligned with what they faced in a real classroom (Young et al, 2017). As institutions of higher education strive to graduate teachers who are prepared to face the realities of the profession, they must consider the ways that their coursework engages pre-service teachers in authentic opportunities to teach and to reflect upon their teaching of literacy. With enrollment in teacher preparation programs facing such historically low numbers, and K-12 student enrollments continuing to rise, there is an immediate need for research into the current issues in teacher education and teacher preparation programs

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Results