Mediating Factors in Literacy Instruction: How Novice Elementary Teachers Navigate New Teaching Contexts |
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| Authors: | Roya Qualls Scales Janet Young Linda Smetana Dana L. Grisham Susan Lenski |
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| Affiliation: | 1. College of Education and Allied Professions, Western Carolina University, Cullowhee, North Carolina;2. Retired, Brigham Young University, Provo, Utah;3. Department of Educational Psychology, California State University, East Bay, Hayward, California;4. Retired, California State University, East Bay, Hayward, California;5. Department of Curriculum and Instruction, Portland State University, Portland, Oregon |
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| Abstract: | This longitudinal study, framed by activity theory, examines what seven novice teachers’ talk and actions reveal about their literacy teaching practices then delves into mediating influences of the teaching context. Utilizing collective, multi-case methods, data sources included interviews, observations, and artifacts. Findings indicate novices navigated school contexts by following existing practices, adjusting to conditions, and pushing back. Mediating influences, internal and external, were factored how novices applied knowledge from teacher preparation programs. Authors employed the metaphor of paddling a constantly changing river to convey novices’ actions for meeting students’ literacy learning. Recommendations for teacher educators and policymakers are suggested. |
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