Investigating Effective Teaching Methods for a Place-Based Teacher Preparation in a Rural Community

Autor/in	Ajayi, Lasisi
Titel	Investigating Effective Teaching Methods for a Place-Based Teacher Preparation in a Rural Community
Quelle	In: Educational Research for Policy and Practice, 13 (2014) 3, S.251-268 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-014-9162-z
Schlagwörter	Rural Areas; Teaching Methods; Instructional Effectiveness; Place Based Education; English Instruction; Language Arts; Culturally Relevant Education; Student Teachers; Methods Courses; Literacy; Reading Instruction; Video Technology; Reflection; Active Learning; Student Projects; Inquiry; Elementary Education + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; English langauage lessons; Englischunterricht; Sprachkultur; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Methodisch-didaktische Anleitung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Aktives Lernen; Schulprojekt; Elementarunterricht
Abstract	In this article, I argue for the need to improve teacher preparation (TP) courses for elementary education student teachers to teach English-language arts (ELA). In particular, these TP programs need to support student teachers in delivering culturally responsive pedagogy within rural classrooms. Twenty-three student teachers participated in this research, which was aimed at investigating effective teaching pedagogy both within a place-based TP course and within teaching experiences within a rural border county. The student teachers took a course in literacy methods for 16 weeks, taught ELA in elementary schools using specific methods, and participated in videotaped collaborative reflections. Data collection for the study involved the student teachers' responses to reflective questions, field notes, and evaluative essays. The findings suggested that providing student teachers with project-based, cooperative, inquiry-based activities, as well as opportunities for collaborative reflection during their university classes provided a learning context for the student teachers that connected ELA instruction to the economic situations of the rural communities. In addition, the findings indicated that the activities prepared the student teachers to develop the skills to relate instruction to people, culture, and social practices of rural the communities, value pupils' local knowledge and community resources, and learn from diverse perspectives and experiences of their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10