Education Commons^™

Developing Preservice Teachers’ Critical Literacy Praxis In A Rural Teacher Education Program, Vera Sotirovska, Margaret Vaughn

Reading Horizons: A Journal of Literacy and Language Arts

This research examined preservice teachers’ beliefs about critical literacy praxis in a rural teacher education program. Using qualitative methods, preservice teachers participated in interviews, reflective engagements, and picture book analysis. Thematic analysis was used to understand preservice teacher reflections on critical literacy, structured around discussions about multicultural literature, and preservice teacher experiences with critical literacy practices in their coursework. This article presents preservice teachers’ beliefs on critical literacy praxis.