Developing Literacy-minded Educators: Authentic Field-based Teacher Preparation

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-01-02 DOI:10.1080/19388071.2019.1662861

J. Nelson, Aimee Papola-Ellis, E. Giatsou

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引用次数: 2

Abstract

ABSTRACT The authors examine the influence of a course focused on literacy and data in a field-based teacher preparation program on teacher candidate preparedness to teach literacy. This course is taken by Birth to grade 12 candidates during their third year in the program and places them in local schools eight hours per week for twelve weeks. Our findings suggest: a) candidates obtained a deep understanding of the multifaceted nature of literacy instruction; b) candidates displayed the ability to authentically differentiate literacy instruction to meet student needs; c) candidates felt confident making “in the moment” decisions to improve literacy instruction; and d) candidates developed confidence as a literacy teacher. In our discussion, we consider these findings in relation to being immersed in high-quality field experiences with strong faculty support and collaboration with a range of stakeholders, and how these factors may have contributed to some of the professional knowledge development in the candidates.

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培养具有扫盲意识的教育者:真正的实地教师准备

摘要:作者研究了一个以实地为基础的教师准备计划中侧重于扫盲和数据的课程对教师候选人准备教授扫盲的影响。这个课程是由出生到12年级的学生在他们的第三年参加的，并将他们安排在当地学校每周8小时，为期12周。我们的研究结果表明:a)候选人对识字教学的多面性有了深刻的理解;B)考生表现出真正区分识字教学以满足学生需求的能力;C)考生有信心“在当下”做出提高读写能力的决定;d)候选人培养了作为扫盲老师的信心。在我们的讨论中，我们考虑了这些发现与沉浸在高质量的现场体验中，与强大的教师支持和与一系列利益相关者的合作有关，以及这些因素如何有助于候选人的一些专业知识发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.