ABSTRACT
Newly trained teachers’ (NTTs) expectations for learning continue to change across the United States and the globe, especially during the COVID-19 pandemic. In an international setting such as Ghana, expectations for NTTs’ learning of literacy content knowledge (CK) and pedagogical content knowledge (PCK) do not reasonably align with their opportunities for learning (OfL). In this chapter, we explored NTTs’ OfL literacy and how mediating agents functioned to support new teachers’ literacy-related knowledge development through our analysis of 15 NTTs’ OfL literacy CK and PCK. The study involved novice teachers who are English-as-a-second-language speakers who have been trained to teach literacy to English language learners from diverse populations in elementary schools in Ghana. The findings highlight NTTs’ perceptions about and their reflections on their OfL literacy CK and PCK in their various schools.
