From peacemaker to advocate: A preservice teacher's case study of an emergent reader

This is a case study of a case study In order to examine the impact of cond ucting case-study research on preservice teacher Carrie's professional deve lopment, I followed her work with emergent reader Beth. Field-based researc h provided a context for posing meaningful questions and promoted professio nal reflection for Carrie in two areas: prior beliefs (autobiography educat ion, professional identity) and contexts for literacy development (child, f amily, school). Qualitative procedures (prolonged engagement, persistent ob servation, peer debriefing examining self-as-instrument, triangulation) eme rged as vital sources for focusing research questions and framing reflectio ns. Points that deserve further study include (a) structured discussion unc overed assumptions that written reflection often did not, (b) the role of r esearcher encouraged Carrie to consider novel ways to negotiate professiona l relationships, and (c) autobiography, proved a factor in case-study selec tion and research questions.