Critical discourse analysis of preservice elementary teachers’ literacy pasts

Seban D.

Teaching and Teacher Education, vol.116, 2022 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 116
  • Publication Date: 2022
  • Doi Number: 10.1016/j.tate.2022.103743
  • Journal Name: Teaching and Teacher Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Public Affairs Index
  • Keywords: Critical discourse analysis, Literacy, Teacher education
  • Akdeniz University Affiliated: No

Abstract

This study explores the preservice elementary teachers' literacy pasts based on their narratives using Gee's (2011) and Fairclough's (2001) analytic categories. The results indicated that family, school, and social environment were all contributing factors in becoming literate beings, however, the lack of supporting resources for the development of language and literacy identity became evident. Most of the narratives comprised personal experience-oriented discourses that were more descriptive and less interpretive and explanatory. The cultural and political dimensions of society and their influential role were less apparent. The need for supportive experiences based on critical pedagogy is evident.