Diversity in Literacy Education: How Are Literacy Teacher Educators Preparing Teacher Candidates?

Abstract

K-12 classrooms are becoming increasingly more diverse. In order to address the literacy learning needs among all students more effectively, literacy teachers must be sufficiently prepared to address diversity in literacy education. This study explored current preparation practices among literacy teacher educators in one state located in the Southern United States and used sociocultural theories as a lens to better understand reported practice. Qualitative data were collected from 57 responses provided to an open-ended question included on an electronically disseminated survey. Data were analyzed with coding and constant comparison techniques, which resulted in three major themes: coursework, authentic contexts, and resource materials. Findings emphasized a strong need for literacy teacher educators to examine and evaluate their current preparation practices and identify ways to strengthen them to address multicultural education, critical pedagogy, and critical literacy more explicitly. Limitations for this study were addressed, along with recommendations for future studies.