Strategies to Support Balanced Literacy Approaches in Pre‐ and Inservice Teacher Education

Abstract

The authors describe the ways in which, as preservice and inservice teacher educators, they conceptualize balanced literacy within an educational climate that values quick fixes, standardized curricula, and high‐stakes testing. They proffer a professionalized version of the work of teachers in the classroom that values, fosters, and supports teacher knowledge, discernment, and reflection throughout all stages of teachers' careers. They also present, and illustrate through two case studies, a dynamic reconceptualization strategy that supports novice and seasoned teachers in their decision making.