This study explored teaching dilemmas encountered in early elementary literacy instruction and developed case-based scenarios for teacher education. Dilemma cases were identified and further developed through repeated written surveys and focus group interviews with four elementary teachers with expertise in early-grade literacy instruction. Following a field review by 123 elementary teachers, 12 scenarios were finalized.
The scenarios addressed a range of issues in early elementary literacy instruction, including the focus and approach to teaching specific literacy skills, the adjustment of instructional responses, the classroom enactment of literacy education principles, and the coordination of support within and beyond school. Analysis of the data identified four major factors contributing to the formation of teaching dilemmas: the transitional nature of literacy development, the interrelatedness of literacy components, the simultaneous consideration of literacy skill development and affective experiences, and individual differences in literacy levels and support conditions.
The scenarios developed in this study can be used as teacher education materials to help preservice teachers interpret classroom situations through their knowledge of literacy education, compare the rationales and consequences of different teaching responses, and practice pedagogical judgment.