Critical discourse analysis of preservice elementary teachers' literacy pasts

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dc.contributor.authorSeban, Demet
dc.date.accessioned2026-01-24T12:31:18Z
dc.date.available2026-01-24T12:31:18Z
dc.date.issued2022
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractThis study explores the preservice elementary teachers' literacy pasts based on their narratives using Gee's (2011) and Fairclough's (2001) analytic categories. The results indicated that family, school, and social environment were all contributing factors in becoming literate beings, however, the lack of supporting resources for the development of language and literacy identity became evident. Most of the narratives comprised personal experience-oriented discourses that were more descriptive and less interpretive and explanatory. The cultural and political dimensions of society and their influential role were less apparent. The need for supportive experiences based on critical pedagogy is evident. (c) 2022 Elsevier Ltd. All rights reserved.
dc.identifier.doi10.1016/j.tate.2022.103743
dc.identifier.issn0742-051X
dc.identifier.issn1879-2480
dc.identifier.scopus2-s2.0-85129992690
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.tate.2022.103743
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5797
dc.identifier.volume116
dc.identifier.wosWOS:000802367700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherPergamon-Elsevier Science Ltd
dc.relation.ispartofTeaching and Teacher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260121
dc.subjectCritical discourse analysis
dc.subjectTeacher education
dc.subjectLiteracy
dc.titleCritical discourse analysis of preservice elementary teachers' literacy pasts
dc.typeArticle

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