Positioning Prospective Teachers' Awareness of Classroom Learning Climate: A Critical Literacy Context

ABSTRACT: The focus of this presentation is primarily related to the second part of a multi-dimensional study that includes a unique pedagogical approach to advance prospective teachers’ understanding of critical literacy. The instructional strategy is implemented in a mandatory third-year undergraduate concurrent Education course of study for all students enrolled in the Intermediate/Senior program (qualifications to teach grades 10 to 12). In small groups, the prospective teacher students are required to script and record a video presentation that examines, in a systematic process of case-deconstruction, the effects and outcomes of a case-based dilemma (the course is delivered in Problem-Based Learning (PBL) model that includes a social-constructivist approach to learning). The PBL instructional approach is intended to scaffold prospective teachers’ awareness of certain concepts (as will be discussed in the presentation) in the broader context of critical literacy.  In turn, the critical literacy framework serves as the conceptual platform that positions prospective teachers to be increasingly aware of the implications on case-based K to 12 students’ engagement in classroom learning climates that tolerate anti-intellectualism, conformity, and prejudice.

KEYWORDS: critical literacy, prospective teacher development