This study inquires into pre-service teachers’ teaching experiences within a virtual tutoring practicum in a literacy methods course. Using Woods’ (2018) model of Socially Just Literacy Pedagogy, we approach the research question: What are undergraduate pre-service teachers’ experiences in virtual tutoring that align with socially just literacy teaching? Drawing from interviews, we engaged in Narrative Inquiry as a way to highlight participants’ experiences while providing us rich contextual, temporal, and social understandings of their experiences that move towards socially just literacy teaching. Our findings suggest socially just literacy teaching practices along the dimensions of knowledge and skills in literacy pedagogy, different forms of virtual support for student well-being, and development of literate citizenship through mindful communication. Findings also revealed the affective and technological dimensions as additional considerations for promoting socially just teaching in virtual spaces.
Isidro, Elizabeth and Teichert, Laura
"Socially Just Literacy Teaching within Virtual Spaces: Using Woods’ Model for Evaluating Practice,"
Michigan Reading Journal: Vol. 54:
2, Article 7.
Available at: https://scholarworks.gvsu.edu/mrj/vol54/iss2/7