The purpose of this study was to describe, interpret, and create a substantive theory of middle school literacy-related teachers' perceptions of their role in the literacy instruction of struggling readers. Specifically, I addressed the question: What are middle school literacy-related teachers' perceptions of their role in the literacy development of struggling readers? To pursue this question, I framed the research within the paradigm of everyday constructivism and followed the tradition of inquiry of grounded theory. Using the qualitative data collection method of focus groups, the study created discussion opportunities within which middle school literacy-related teachers expressed their experiences and perceptions. I analyzed the perceptions teachers expressed, and I proposed a substantive theory that describes the process that middle school literacy-related teachers use to perceive and express their role in the literacy development of struggling readers. This theory suggests that teachers view their experiences through ethical stances that have at their center a particular definition of good, and they use those stances to identify what they believe to be constraints on their role and to negotiate the constraints as appropriate for the stance assumed. These negotiations present an implied role statement, that is description of what teachers' perceive their roles to be, based on this process. In this way, teachers construct their role through thought and action within varying ethical stances. This theory is discussed in relation to research on teachers' role perceptions and ethical decision-making. I suggest implications for professional development of inservice teachers, preservice teacher education, and further research.
展开▼
