NCCRESt

part of the Education Reform Networks

How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism

Discusses how to prepare teachers to educate diverse learners engaged in multiple and new literacies, describing a graduate course that introduced language, literacy, and culture. Data from students' writings, reading logs, reading responses, and final papers on literacy and pedagogy indicated that reading and writing literacy narratives was a positive experience, fostering multicultural understanding and complex conceptions of literacy. (SM)

• Author/Creator: Clark, Caroline, Medina, Carmen
• Date Published: Jan-Feb
• Journal/Secondary Title: Journal of Teacher Education
• Number: 1
• Volume: 51
• Year: 2000

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Cultural Awareness
• Subject: Diversity (Student)
• Subject: Ethnic Stereotypes
• Subject: Graduate Study
• Subject: Higher Education
• Subject: Masters Programs
• Subject: Multicultural Education
• Subject: Personal Narratives
• Subject: Preservice Teacher Education
• Subject: Racial Attitudes
• Subject: Secondary Education
• Subject: Student Teacher Attitudes
• Subject: Student-Teachers
• Subject: Teacher Certification

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