Beliefs and Practices of Three Literacy Instructors in Elementary Teacher Education

Autor/inn/en	Courtland, Mary Clare; Leslie, Laurie
Titel	Beliefs and Practices of Three Literacy Instructors in Elementary Teacher Education
Quelle	In: Alberta Journal of Educational Research, 56 (2010) 1, S.19-30 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Constructivism (Learning); Literacy Education; Teacher Educators; Teacher Attitudes; Preservice Teacher Education; Teacher Competencies; Longitudinal Studies; Beginning Teachers; Knowledge Base for Teaching; Teaching Skills + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehramtsstudiengang; Lehrkunst; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This article describes the beliefs and practices of three literacy teacher educators at one site of a longitudinal multisite case study of teacher education and literacy teaching that describes teacher candidates' experiences in literacy courses and their first two years of literacy teaching. One instructor held a social constructivist perspective and focused on depth of conceptual understanding; two promoted breadth to prepare the students for the early years of teaching. The courses highlighted print literacy. Neither critical literacy, multiliteracies, or multimodality were emphasized. Instructors perceived that their students were prepared to teach literacy, but noted inconsistencies between their courses and practices in the field experience. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10