The Role of Service-Learning in Transforming Teacher Candidates' Teaching of Reading

Autor/in	Wasserman, Kathleen B.
Titel	The Role of Service-Learning in Transforming Teacher Candidates' Teaching of Reading
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 8, S.1043-1050 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.04.001
Schlagwörter	Student Teaching; Student Teachers; Methods Courses; Self Efficacy; Teaching Experience; Beginning Teachers; Teaching Methods; Reading Instruction; Teaching Skills; Teacher Effectiveness; Literacy Education; Young Children; Writing Instruction; At Risk Students; Comparative Analysis; Elementary School Teachers; Student Diversity; Low Achievement; Program Effectiveness + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Methodisch-didaktische Anleitung; Self-efficacy; Selbstwirksamkeit; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Frühe Kindheit; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterdurchschnittliche Leistung
Abstract	Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive, closely supervised manner. This lack of practice results in failure to develop strong feelings of self-efficacy during university courses. Because literacy courses fail to help preservice teachers think differently about literacy development, beginning teachers continue to perpetuate decades old methods of teaching young children how to read and write. These "business as usual" pedagogies are especially dangerous for at risk learners. This study compared two literacy courses for elementary teacher candidates taught by the same professor at the same university with variables held constant with one exception. Course One incorporated a service-learning component as an integral part of the instructional process. During Course Two, the teacher candidates taught sample lessons to their classmates. It was hypothesized that teacher candidates who practiced new pedagogies with children at a designated low performing, highly diverse elementary school (Course One-Service-learning) during a highly structured service-learning experience would develop more self-efficacy and, therefore, demonstrate greater implementation of the course content than those who role played their practice (Course Two-Practice with Peers). Results document that incorporating service-learning into a well developed literacy course dramatically increased the self-efficacy of the participants by the conclusion of the course. This, in turn, led to increased implementation of course content during the remainder of their student teaching experience. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10