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In this qualitative study, we examined preservice teachers’ articulations of what it meant to teach literacy in urban settings and the roles that we as university instructors played in their understandings of the terms urban, literacy, and teacher. We framed the study within extant studies of teacher education and research on metaphors. Data indicated that the participants metaphorically constructed literacy as an object that could be passed from teacher to student and that was often missing, hidden, or buried in urban settings. Implications of the study suggest that faculty members are one factor among several important influences in preservice teachers becoming professionals, and the metaphors faculty use in teaching preservice teachers deserve careful consideration.


Originally published in:

Zoss, M., Holbrook, T, McGrail, E., & M. Albers, P. (2014). Knotty articulations: Preservice teacher reflections of teaching literacy in urban schools. English Education, 47(1), 33-68.

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