Changes in Perspectives: Student Teachers' Development of a Reading Instruction Philosophy.

Autor/in	Strickland, Kathleen M.
Titel	Changes in Perspectives: Student Teachers' Development of a Reading Instruction Philosophy.
Quelle	(1990), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Philosophy; Educational Research; Elementary Education; Higher Education; Reading Instruction; Reading Teachers; Student Teacher Attitudes; Student Teachers; Teaching Methods; Undergraduate Students; Whole Language Approach + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	A study compared the philosophies developed in undergraduate methods courses with philosophies influenced by example under a cooperating teacher in an elementary school classroom. Subjects for the first part of the study were 14 undergraduate students enrolled in a methods course. The subjects for the second part of the study were 12 students who had recently completed the same methods course and were participating in their field experience at a suburban public school three days a week for five weeks. Data were collected through administration of the Theoretical Orientation to Reading Profile (TORP) at the beginning and end of the semester, several reaction papers written by students, and observations and conversations with the cooperating teachers. Results indicated that students were influenced by the philosophies of their university professors, and many were open to new ideas and philosophies. As indicated in the second half of the study, however, many students left methods courses with no orientation or philosophy. The amount of influence cooperating teachers had on students varied. Although the influence on behaviors or methods of classroom management was evident during observation, very few students were influenced philosophically by what they saw happening in the classroom. Students with a whole language philosophy used terms such as "believe" and "know" when discussing what they were doing in the classroom, indicating that they had an understanding of the reasons behind the way they were approaching literacy. (Three tables of data are included.) (MG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC