Transforming Literacy Instruction in Second-Language Contexts: The Impact of Graduate Education in Colombia

Raúl Alberto Mora, Claudia Cañas, Ana Karina Rodríguez, Natalia Andrea Salazar

    Producción científica: Capítulo del libro/informe/acta de congresoCapítulo de libro resultado de investigaciónrevisión exhaustiva

    Resumen

    Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Cañas, Rodríguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher education practices.

    Idioma originalInglés
    Título de la publicación alojadaTeaching Literacy in the Twenty-First Century Classroom
    Subtítulo de la publicación alojadaTeacher Knowledge, Self-Efficacy, and Minding the Gap
    EditorialSpringer International Publishing
    Páginas145-169
    Número de páginas25
    ISBN (versión digital)9783030478520
    ISBN (versión impresa)9783030478513
    DOI
    EstadoPublicada - 1 ene. 2020

    Nota bibliográfica

    Publisher Copyright:
    © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020.

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