ABSTRACT The divide between university and classroom is a longstanding issue in teacher education. The disconnect between sociocultural theory often endorsed by universities and more behaviorist practices frequently enacted in classrooms is particularly acute in elementary literacy instruction–and is often exacerbated in high-poverty schools that tend to serve minoritized youth. Studying how teacher educators facilitate preservice teachers’ (PSTs’) learning across this divide is imperative if PSTs are to take up research-supported sociocultural and culturally responsive literacy practices. Drawn from a larger study on PSTs’ literacy learning, this paper highlights one literacy teacher educator’s attempt to bridge the university-field divide. Implications for how literacy teacher educators can support PSTs to enact sociocultural and culturally responsive literacy practices within the oft-occurring constraints in high-poverty schools are addressed.

中文翻译：

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成为“桥梁建设者”：一位扫盲教师教育者在大学推广的文化响应式教学法和学区规定的课程之间进行谈判

摘要 大学与课堂之间的鸿沟是教师教育中的一个长期问题。大学经常认可的社会文化理论与课堂上经常制定的更多行为主义实践之间的脱节在基础识字教学中尤为突出——而且在往往为少数族裔青年服务的高贫困学校中，这种脱节往往更加严重。如果 PST 要采用研究支持的社会文化和文化响应性扫盲实践，那么研究教师教育者如何促进职前教师 (PST) 跨越这一鸿沟的学习势在必行。本文来自对 PST 扫盲学习的更大规模研究，重点介绍了一位扫盲教师教育者试图弥合大学与领域鸿沟的尝试。