Teachers’ pedagogical work in elementary classrooms: an inquiry-based approach to critical literacy across the curriculum

Abstract

ABSTRACTThis article is based on a yearlong qualitative, multiple case study that explored the pedagogy of elementary school teachers’ work through the combining of inquiry-based pedagogy and critical literacy. One case is shared where Zoe, a first-grade teacher, engages students and fosters learning in critical, inquiry-based ways. Two interviews, daily observations over the course of a school year, and student documentation were gathered. Findings indicate the classroom teacher used specific strategies and practices that combined traditional inquiry pedagogy for critical literacy development. These included: (1) Encouraging student dialogue of critical issues through purposeful text selection, (2) Connecting text to students’ lives through ongoing reflective practice, (3) Empowering student voice, (4) Use of open-ended questions to develop deeper connections, (5) Sharing multiple perspectives through knowledge building circles, (6) Use of misconceptions to guide the learning, and (7) Encouraging Advocacy. Through a narrative retell, the nuanced, descriptive, details and insight into how Zoe negotiated and connected inquiry to critical literacy are shared. The author also analyses and illustrates how Comber’s five categories of teachers’ work are experienced in the daily life of a classroom. The findings inform scholars and teacher educators of key teaching strategies for teachers’ work as they prepare future generations of elementary teachers.