Search results for: Courtney Ann M.

This article describes a mixed methods research study into preservice undergraduate literacy methods courses. This research examined how online, asynchronously conducted discussions influenced and impacted preservice teachers’ literacy understanding. The study demonstrated how asynchronously conducted discussions supported preservice teachers in acquiring and refining the content and pedagogical knowledge needed to teach literacy. This study has implications for how teacher educators prepare teacher candidates in the teaching of literacy for all learners.