Purpose

Preparing preservice teachers to become critical literacy educators is integral to creating social justice classrooms. Numerous theoretical frameworks have been used to introduce critical literacy to preservice teachers. The commonality between the frameworks is the focus on analyzing literature. This paper aims to present an alternative to critical literacy education with preservice teachers.

Design/methodology/approach

Using practitioner action research, the author investigates critical literacy education through documenting preservice teachers and a teacher educator unpack their relationship with power and literacy in a critical literacy workshop.

Findings

The author describes the benefits of introducing critical literacy to preservice teachers through investigating their relationship with literacy and power.

Practical implications

This innovative approach to critical literacy education for preservice teachers the study documents the importance of investigating critical literacy through self-exploration rather than studying the theoretical concept.

Originality/value

This work not only details an innovative approach to critical literacy education but also makes the case to embed critical literacy throughout teacher education programs.

中文翻译：

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发现批判素养，重建身份

目的

让职前教师成为关键的扫盲教育者是创建社会正义课堂不可或缺的一部分。许多理论框架已被用于向职前教师介绍批判性素养。框架之间的共性是侧重于分析文献。本文旨在提出一种与职前教师一起进行批判性素养教育的替代方案。

设计/方法/途径

作者使用从业者行动研究，通过记录职前教师和教师教育者在批判性素养研讨会上阐明他们与权力和素养的关系来调查批判性素养教育。

发现

作者通过调查他们与识字和权力的关系，描述了将批判性识字引入职前教师的好处。

实际影响

这种针对职前教师的批判性素养教育的创新方法该研究记录了通过自我探索而不是研究理论概念来调查批判性素养的重要性。

原创性/价值

这项工作不仅详细介绍了批判性素养教育的创新方法，而且还提出了将批判性素养嵌入整个教师教育计划的案例。