A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered?

This analysis explored how preservice teachers' development of knowledge ab out struggling readers was located in their white, middle-class identities. Framed within the critical paradigm, data previously collected on two pres ervice teachers were analyzed to explore the extent to which they accepted, resisted, and negotiated hegemonic ideologies. An analysis revealed that t hese two preservice teachers differentially mediated knowledge about strugg ling readers through their own cultured identities. The need for probing de eper into the formative discourse of prospective teachers is recommended to teacher educators as one way to deal with the subjective nature of preserv ice teachers' knowledge.