Literacy Research Theory Method and Practice, Год журнала: 2024, Номер unknown
Опубликована: Ноя. 20, 2024
This grounded theory study explored how primary-grade teachers perceive and enact dialogic English Language Arts (ELA) comprehension pedagogy in the novel context of pandemic-induced digital learning. The involved nine diverse rural primary teaching digitally during coronavirus disease pandemic. researchers followed a constructivist, postmodern orientation to co-construct substantive with knowledge participating teachers. conducted two rounds virtual interviews collected artifacts ELA instruction. Qualitative data were analyzed using constant comparative analysis address teacher perceptions enactments emergent represents connected, iterative processes perceiving enacting dialogic, First, espoused stance toward instruction based on their beliefs various paradigms, funds knowledge, multiplicity voices discourse. Relatedly, responded particularities contexts, discourses, pandemic times through reconstruction literacy pedagogies. Implications for research practice are discussed, including need ongoing negotiation instructional cultivate teachers’ practices locally culturally responsive ways.
Язык: Английский