{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120273"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120273","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A journey of becoming: Tracing preservice English teachers' practice","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["James, Carrie Lynn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["McCarthey, Sarah J","Prior, Paul","Kalantzis, Mary","Tissenbaum, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["English Teacher Education","Preservice Teachers","English Language Arts","Human-centered Design","Culturally Sustaining Pedagogy","Humanizing Pedagogy","Asset-based Pedagogies","Multiliteracies Pedagogies","Semiotic Becoming","Transliteracies Framework","Design-based Research"],"languages":["en","eng"],"rights":["Copyright 2023 Carrie Lynn James"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120273","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCarthey, Sarah J","Prior, Paul","Kalantzis, Mary","Tissenbaum, Michael"]},{"key":"dc:creator","label":"Author","values":["James, Carrie Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-18"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English Teacher Education","Preservice Teachers","English Language Arts","Human-centered Design","Culturally Sustaining Pedagogy","Humanizing Pedagogy","Asset-based Pedagogies","Multiliteracies Pedagogies","Semiotic Becoming","Transliteracies Framework","Design-based Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Carrie Lynn James"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120273"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Carrie James, accepted the attached license on 2023-04-16 at 19:56.","The student, Carrie James, submitted this Dissertation for approval on 2023-04-16 at 20:16.","This Dissertation was approved for publication on 2023-04-18 at 09:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19001 on 2023-09-01 at 17:08:48","How do teacher preparation programs prepare a predominantly white, female preservice teaching population to enact humanizing and culturally sustaining teaching practices? This question becomes even more complicated when preparing English preservice teachers (PSTs) to embrace sociocultural literacy theories, which conflicts with what they see in the field. This study takes up the challenge through the (re)design of an introductory methods course so that it centered culturally sustaining teaching practices, multiliteracies and multimodal literacies theories, and human-centered design. Through the lens of semiotic becoming (Prior, 2018), I traced five PST participants’ journeys as they navigated this course and their program, noting how specific contexts and moments may have shaped their journeys in becoming English teachers. I also adopted a transliteracies framework (Stornaiuolo et al., 2017), attending to how their understandings of English and teaching emerged and manifested in their uptake. As they moved into the rest of the program, I traced potential resonances and disconnections, reflecting on the (im)mobility of their newly developed teaching practices in new spaces such as during student teaching and in other courses in the program. Findings showed that the experiences of the course initially altered their trajectories of semiotic becoming toward culturally sustaining practices and multiliteracies pedagogies. Long-term, however, PSTs’ trajectories did not maintain course, often reverting toward other orientations, signally that one-semester’s worth of experiences is not enough to impact PSTs’ long-term practice. Despite this reversion, this study makes a case for implementing a human-centered design approach, when paired with culturally sustaining course concepts. It has the potential, when adopted across a program, to help PSTs operationalize culturally sustaining teaching practices through a concrete approach toward designing learning experiences that respond to their students’ lives."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A journey of becoming: Tracing preservice English teachers' practice"]}]}],"canonical_facts":{"dc:contributor":["McCarthey, Sarah J","Prior, Paul","Kalantzis, Mary","Tissenbaum, Michael"],"dc:creator":["James, Carrie Lynn"],"dc:date":["2023-05","2023-04-18"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Carrie James, accepted the attached license on 2023-04-16 at 19:56.","The student, Carrie James, submitted this Dissertation for approval on 2023-04-16 at 20:16.","This Dissertation was approved for publication on 2023-04-18 at 09:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19001 on 2023-09-01 at 17:08:48","How do teacher preparation programs prepare a predominantly white, female preservice teaching population to enact humanizing and culturally sustaining teaching practices? This question becomes even more complicated when preparing English preservice teachers (PSTs) to embrace sociocultural literacy theories, which conflicts with what they see in the field. This study takes up the challenge through the (re)design of an introductory methods course so that it centered culturally sustaining teaching practices, multiliteracies and multimodal literacies theories, and human-centered design. Through the lens of semiotic becoming (Prior, 2018), I traced five PST participants’ journeys as they navigated this course and their program, noting how specific contexts and moments may have shaped their journeys in becoming English teachers. I also adopted a transliteracies framework (Stornaiuolo et al., 2017), attending to how their understandings of English and teaching emerged and manifested in their uptake. As they moved into the rest of the program, I traced potential resonances and disconnections, reflecting on the (im)mobility of their newly developed teaching practices in new spaces such as during student teaching and in other courses in the program. Findings showed that the experiences of the course initially altered their trajectories of semiotic becoming toward culturally sustaining practices and multiliteracies pedagogies. Long-term, however, PSTs’ trajectories did not maintain course, often reverting toward other orientations, signally that one-semester’s worth of experiences is not enough to impact PSTs’ long-term practice. Despite this reversion, this study makes a case for implementing a human-centered design approach, when paired with culturally sustaining course concepts. It has the potential, when adopted across a program, to help PSTs operationalize culturally sustaining teaching practices through a concrete approach toward designing learning experiences that respond to their students’ lives."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120273"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Carrie Lynn James"],"dc:subject":["English Teacher Education","Preservice Teachers","English Language Arts","Human-centered Design","Culturally Sustaining Pedagogy","Humanizing Pedagogy","Asset-based Pedagogies","Multiliteracies Pedagogies","Semiotic Becoming","Transliteracies Framework","Design-based Research"],"dc:title":["A journey of becoming: Tracing preservice English teachers' practice"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}