Sep 2026· Literacy Research Theory Method and Practice· 0 citations· 22 references
Abstract
Creating just educational systems requires disrupting how power operates in literacy teacher education programs and attention to preservice teacher (PST) agency. This study is grounded in literature concerned with PST agency, particularly in coaching interactions. Data consist of one empathy conversation, a dialogic coaching tool used to disrupt coaching hierarchies and center participant stories. We draw on positioning theory to ask: (1) How does a PST demonstrate agency in an empathy conversation? (2) How do empathy conversations disrupt traditional coaching norms? Utilizing conversation analysis and an analytic framework of agency, we show agency in a PST's telling of her own schooling history and current experiences. She co-constructs critiques of social structures with the field supervisor (FS), conveys key moments of choice in her story, and names systemic inequities. The structure and invitation of the empathy conversion allowed space for these agentic moves and extends beyond the limitations of lesson-focused coaching to foster dialogue about the dyad's lived experiences and educational systems. Implications include the potential to further explore how PST agency can emerge in coaching conversations.
This study explores how pre-service teachers navigate the developmental continuum of reflective practice to construct their professional identities during microteaching. Drawing on reflection papers and peer/instructor feedback from 44 EFL pre-service teachers, as well as instructor feedback, the study employed qualita...
Eun-Young Jeon· Humanities and Social Scienc...· 0 citations
Amid ongoing attacks on teachers and their professionalism, we studied three middle school ELA teachers who exercised their agency to transform their classrooms and curricula through social justice pedagogy (SJP). Using Pantić's (2017) model, we examined their sense of purpose, competence, autonomy, and reflexivity i...
Kathryn Mitchell Pierce, Carol Gilles, Sarah D. Reid· Journal of Adolescent &...· 0 citations
In 2026, Play School marks 60 years as a foundational Australian children’s program, offering a timely moment to reconsider its role in supporting early literacy and adult–child interaction. This paper investigates how co‑viewing Play School episodes creates opportunities for meaningful engagement between young child...
L. Kervin, Linda J. Harrison, Ellie K. Taylor et al.· The Australian journal of la...· 0 citations
Preservice teachers often engage with issues of diversity, equity, identity, and representation within the safety of their university classrooms; however, opportunities to extend these conversations into public and professional settings may be less common. This practice-based reflective article examines the experience...
Janell Pycior· Midwest Social Sciences Jour...· 0 citations
Despite decades of research demonstrating the learning benefits of dialogic pedagogy, its implementation in K-12 classrooms remains rare. Three structural challenges account for the difficulties of initiating and sustaining dialogic space in classrooms: managing face-threatening conflicts, equalizing power relations, a...
This case study examines how a high school US history teacher navigated the purposes and values of history education while integrating supplementary curricular materials designed to center multiple perspectives. Although such materials are widely available online, less is known about how they are enacted in classro...
M. Pol· Social Studies Research and...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
