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This study examined the field experiences, literacy experiences and reflections of preservice teachers (PSTs) in relationship to development of their instructional literacy practice. The objective was to establish a better understanding how PSTs develop their instructional literacy practices. This is a qualitative study using PSTs reflective journals, lesson-sharing feedback, transcripts from a focus group and a series of personal interviews as well as in-classroom observations of literacy related instruction as primary sources. Data was analyzed using sociocultural theory guided by Rogoff s (2003) three planes of learning and development: the personal, the social and the community-institutional. The author found the PST s developing literacy practices were primarily influenced by their early literacy experiences, their early field experiences, the literacy practices observed from the cooperating teacher (CT) and, to a much lesser extent, coursework.

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Dr. Shotwell teaches as an adjunct at Rossier School of Education, University of California. Her areas of expertise include teacher education and teacher learning; teachers and elementary language arts/literacy instruction, learning theory, literacy acquisition, online learning. She has taught at Whittier College and elementary school.

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