Abstract
This study investigates the influence of teacher education programs on teachers’ first years of literacy teaching by following nine graduates of a university-based teacher education program through their first three years of professional teaching. Findings from this longitudinal study highlight the ways the influence of the preparation program can be evident across the beginning years of literacy teaching, but the degree to which beginning teachers are able to appropriate these practices can be influenced by the tensions faced in their particular contexts. The study offers insight into ways to prepare preservice teachers for the initial years of literacy teaching.
Recommended Citation
DeJulio, Samuel
(2024)
"Appropriations of Practice in the Early Years of Teaching,"
Literacy Practice and Research: Vol. 49:
No.
1, Article 3.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss1/3
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons