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| Autor/inn/en | Washburn, Erin K.; Binks-Cantrell, Emily S.; Joshi, R. Malatesha; Martin-Chang, Sandra; Arrow, Alison |
|---|---|
| Titel | Preservice Teacher Knowledge of Basic Language Constructs in Canada, England, New Zealand, and the USA |
| Quelle | In: Annals of Dyslexia, 66 (2016) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0736-9387 |
| DOI | 10.1007/s11881-015-0115-x |
| Schlagwörter | Preservice Teachers; Knowledge Level; Teacher Education Programs; Foreign Countries; Undergraduate Study; Elementary School Teachers; Teacher Competencies; Language Arts; Reading Instruction; Knowledge Base for Teaching; English Instruction; Canada; New Zealand; United Kingdom (England); United States |
| Abstract | The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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