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Abstract

In this study, we (a university professor and four undergraduate researchers) conducted an autoethnography to explore the perceptions of the four undergraduate researchers as we studied the decision-making of novice teachers regarding literacy assessment and instruction. Drawing on Bourdieu’s concepts of field, capital, and habitus, the undergraduate researchers learned about the cycle of pedagogical reproduction that often occurs in the first years of teaching. This knowledge provided them with the capital to develop strategies for finding a good-fit teaching position as they entered the teaching profession and to acquire a problem-solving mindset to strategically implement the literacy practices they learned about in their teacher education programs.

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