ABSTRACT

This Chapter identifies two significant and connected patterns among preservice teachers in secondary English methods courses concerning gaps in their understanding of educational reforms, particularly those that stand to threaten literacy teaching and learning, and how preservice teachers view their roles as advocates in response to those reforms. The author draws on her experiences as a literacy teacher educator to speculate on two potential causes of these gaps in preservice teacher knowledge in relation to reform in education history and advocacy and propose a framework anchored in clinical experiences and based on the work of DeMink-Carthew and Bishop (2017) to mitigate problems at the intersection of the identified patterns.