Abstract
This paper shares findings from a qualitative content analysis of twenty-three literacy specialist candidates' (N=23) textual descriptions of transformative changes made to their pedagogical beliefs about reading/literacy theory and models after engaging in praxis. We found engaging in praxis or reflective practices resulted in awareness of critical incidents or critical realizations that validated and challenged their beliefs of literacy pedagogy, and student learning, as well as impacted their decision-making. We confirmed that when intentionally and meaningfully built into an assessment, critical pedagogy theory (specifically praxis) is a strong tool for both the professor and the literacy specialist candidate.
Recommended Citation
Durham,, Patricia M. Associate Professor; Ingram,, Jacqueline Associate Clinical Professor; and Price,, Debra Professor
(2025)
"Building Reflexive Capacity for the Developing Specialized Literacy Professional through Praxis: Graduate Level Course-Based Assessments as Change Agents,"
Literacy Practice and Research: Vol. 49:
No.
2, Article 4.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss2/4
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons
Comments
As faculty of the SHSU Graduate Literacy Programs (ILA Nationally Recognized with Distinction), we envision building and maintaining a community of Bearkat Literacy Leaders (BLL) who together positively impact and engage with literacy learning at all levels. We envision the Bearkat Literacy Leader community to consist of faculty, candidates, alumni, community partners, literacy organizations, and others who want to continue to learn and grow together to extend experiences of literacy leadership, instruction, and research.