Engaging Preservice Teachers in Interdisciplinary Collaboration and Intervention in a Reading Clinic Setting

Autor/inn/en	Pletcher, Bethanie C.; Robertson, Phyllis; Watson, Krystal
Titel	Engaging Preservice Teachers in Interdisciplinary Collaboration and Intervention in a Reading Clinic Setting
Quelle	In: Preventing School Failure, 67 (2023) 4, S.282-296 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2128021
Schlagwörter	Preservice Teachers; Cooperation; Reading Centers; Interdisciplinary Approach; Preservice Teacher Education; Teacher Educators; Multi Tiered Systems of Support; Response to Intervention; Tutors; Universities; Teacher Education Curriculum; Early Intervention; Undergraduate Study; Reading Tests; Reading Fluency; Emergent Literacy; Collegiality; Special Education; Trust (Psychology); Elementary Secondary Education; Texas; Developmental Reading Assessment; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Lesehalle; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Förderlehrer; Lehrender; Tutor; University; Universität; Grundstudium; Lesetest; Frühleseunterricht; Kollegialität; Special needs education; Sonderpädagogik; Sonderschulwesen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01