Search results for: Shaw Donita Massengill

This study aims to explore pre-service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ as they enrolled in a two-semester literacy methods course at a Midwestern American university. The results offer educators some ideas about the types of beliefs elementary pre-service teachers bring with them to the teacher education programme, and their steadfastness to those metaphors after a year of preparation and practicum experiences.