This study examined the field experiences, literacy experiences and reflections of preservice teachers (PSTs) in relationship to development of their instructional literacy practice. The objective was to establish a better understanding how PSTs develop their instructional literacy practices. This is a qualitative study using PSTs reflective journals, lesson-sharing feedback, transcripts from a focus group and a series of personal interviews as well as in-classroom observations of literacy related instruction as primary sources. Data was analyzed using sociocultural theory guided by Rogoff's...