Abstract

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.

Highlights

  • This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers

  • This paper reports on one aspect of a research study that examined how the professional practice of six beginning elementary teachers in Ontario, Canada was influenced by their own early childhood literacy learning

  • Based on the findings, it is clear that the participants‟ literacy teaching practices were influenced by significant early childhood teachers

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Summary

Introduction

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. This paper reports on one aspect of a research study that examined how the professional practice of six beginning elementary teachers in Ontario, Canada was influenced by their own early childhood literacy learning. The participants‟ childhood literacy learning and current literacy teaching were explored to examine the ways in which their early literacy experiences influenced their understanding of themselves as Language and Literacy. This paper looks at the different ways in which the participants used their own early teachers as role models for their literacy teaching

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