The palimpsest layers of pre-service teachers’ literacy autobiographies

Abstract

In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one’s development as a literate being. Using the tools of narrative analysis, we (a) examine these stories to understand the processes of literacy development through the experiences of learners’ storied lives; (b) seek to understand the impact that teachers’ literacy journeys have on their view of literacy and literacy education; and (c) explore what these literacy autobiographies reveal about the contributions of teacher reflection to pre-service teacher education. Our analysis points to the importance of personal relationships in the development of literacy, providing the context within which literacy practices give meaning to the literacy events active in the narrators’ lives. We also note a persistent view of traditional forms of literacy in contrast to pre-service teachers’ involvement in multiliteracies, and argue that this gap needs to be addressed in order to prepare teachers for the twenty-first century classroom. We also consider how reflection can be a more intentional aspect of pre-service teacher education to enhance pedagogy and learning.

Keywords:

• literacy autobiography
• reflective practice
• pre-service teacher education
• literacy practices

Notes

1. In Canada, students must have a BA degree as well as a BEd. Most complete their BA prior to starting their BEd, but some will do their degrees concurrently.

Additional information

Notes on contributors

Wendy D. Bokhorst-Heng

Wendy Bokhorst-Heng is an Associate Professor of Education at Crandall University, New Brunswick, Canada. Previously, she has held a number of positions internationally, including: Assistant Professor at the Centre for Research in Pedagogy and Practice at Singapore’s National Institute for Education and Assistant Professor at American University in Washington DC. Her research interests include language ideology and policy, multilingualism/bilingualism, discourse, literacy and multiliteracies, and multicultural education.

Joan B. Flagg-Williams

Joan Flagg-Williams is an Assistant Professor of Education at Saint Joseph’s College of Maine, USA. She is a certified school psychologist and teacher of elementary and special education. She specializes in literacy and the behavioural, social, and emotional needs of students. Her research interests are in classroom learning environments, child study, teaching literacy skills, and memory.

Stewart West

Stewart West teaches in the Faculty of Education at Crandall University in Moncton, New Brunswick, Canada. Previously, he taught in the public schools for many years, primarily at the middle school level and often working with struggling students. His major area of concentration is in literacy methodologies.