Abstract
AbstractThe purpose of this study was to examine the nature of elementary preservice teachers’ (PSTs’) problems of practice around literacy instruction and to explore how the PSTs framed/talked about such problems. The study comprised qualitative analysis of data collected from focus group interviews with 21 PSTs from five teacher education institutions across the United States. Analysis of the PSTs’ talk about problems of practice in the focus groups yielded three themes about the nature of their problems and how they defined and discussed strategies or solutions to problems. PSTs expressed concerns about (1) meeting the needs of students below expected literacy levels, (2) feeling unprepared for aspects of literacy instruction, and (3) conflicting and constricting demands limiting literacy instruction.