Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-10-08 DOI:10.1080/1045988X.2022.2128021

Bethanie C. Pletcher, Phyllis M. Robertson, K. Watson

引用次数: 0

Abstract

Abstract This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics addressed by tutors related to benefits and barriers of collaboration, including the influence of collaborative relationships on their personal growth and on the growth of their tutee, strategies for establishing relationships and trust, and the ways they perceive collaboration as practice for future teaching. This study has implications for how teacher preparation program faculty prepare teachers to work alongside colleagues of various disciplines in future school settings.

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让职前教师参与阅读诊所环境中的跨学科合作和干预

摘要:本研究是一项融合并行混合方法的先导研究，探讨了大学阅读诊所职前教师的合作关系。阅读班和特殊教育班的教师被配对，共同负责辅导一个孩子。导师调查和焦点小组访谈记录作为数据来源。导师讨论的主题与合作的好处和障碍有关，包括合作关系对他们个人成长和学生成长的影响，建立关系和信任的策略，以及他们将合作视为未来教学实践的方式。本研究对教师准备计划的教师如何在未来的学校环境中与不同学科的同事一起工作具有启示意义。

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

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.