In today’s schools, PreK-12 classroom teachers must be literacy leaders. The purpose of the current study was to examine how literacy teacher educators prepare future PreK-12 classroom teachers for literacy leadership. Using the International Literacy Association’s Standards 2017 publication as a framework and concepts of distributed leadership and teacher leadership as theoretical lenses, the current study employed a cross-sectional survey research design to ascertain current preparation practices. Qualitative data were collected among 86 literacy teacher educators who were affiliated with university-based teacher education programs located throughout the United States. Data were analyzed using a three-level classification diversity analysis and highlighted ways in which literacy teacher educators address literacy leadership among preservice teachers in university contexts, as well as community and professional contexts. Findings also revealed personal and professional opinions held among literacy teacher educators concerning current preparation efforts. A discussion of findings was presented that recognized strengths with current preparation practices and identified areas that may require attention.
Keywords: literacy leadership, literacy teacher education, literacy teacher educators, preservice teachers, teacher training
Sharp, Laurie A.; Raymond, Roberta D.; and Piper, Rebekah
"A Second Look at Literacy Leadership Preparation Practices,"
The Reading Professor: Vol. 43
, Article 5.
Available at: https://scholar.stjohns.edu/thereadingprofessor/vol43/iss1/5