Date of Graduation
8-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Curriculum and Instruction (PhD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Goering, Christian Z.
Committee Member
Collet, Vicki S.
Second Committee Member
Connors, Sean P.
Third Committee Member
Beauchemin, Faythe
Keywords
Discourse; Ideological Becoming; In-service teachers; Preservice teachers
Abstract
In the first manuscript in Chapter 2, this study examines two teachers’ talk about literacy as they describe literacy events and practices throughout multiple contexts. Drawing the theoretical framework of discourse and literacy as a social practice, this research illustrates the potential ways these first-year English teachers talk and have talked about literacy during their time as English methods students to their student teaching experience in their current contexts. Findings illustrate that the teachers assimilated and adapted their literacy ideologies early but continued evolving their understanding of literacy across various contexts. Implications for teacher education include considering literacy events through multiple pedagogical and ideological lenses. In the second manuscript in Chapter 3, the case study examines the ideological becoming of English preservice teachers within an English methods course. This study allows for the consideration of the ideological patterns the preservice teachers expressed as they reflect on their past ELA classes as students and their future ELA classes where they will be the teachers. Analyzing two digital stories, the research positions the preservice teachers within ideological systems through their characterization of secondary ELA as they grow and learn within a course that centered anti-bias and antiracist work. Reflecting on a semester-long methods course in conjunction with larger conversations in English education, the findings suggest that preservice teachers’ ideological becoming can offer insights into how to reframe their characterizations of secondary ELA in service of equitable pedagogies. Answering the call “What is English?”, Chapter 4’s practitioner-focused manuscript examines the ideological beliefs of secondary ELA preservice teachers and their re-imaginings about the future of ELA as they enter the profession. In two digital stories, these preservice teachers often imagined ELA worlds full of joy and belonging. Through the lenses they provide, this manuscript offers a conceptualization of joyful literacies pedagogy and makes suggestions for teachers to develop joy and belonging within secondary ELA.
Citation
Riesco, H. S. (2024). Ideological Becoming during Student, Preservice Teacher, and First-Year Teacher Experiences. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5428
