Literaturnachweis - Detailanzeige
| Autor/inn/en | Richards, Janet C.; Gipe, Joan P.; Moore, Ramona C. |
|---|---|
| Titel | The Challenges of Integrating Literacy Learning and the Visual and Communicative Arts: A Portal School Focus. |
| Quelle | (2000), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College School Cooperation; Educational Technology; Elementary Secondary Education; Field Experience Programs; Higher Education; Literacy Education; Preservice Teacher Education; Student Journals; Student Teachers |
| Abstract | This paper describes challenges associated with preparing preservice teachers in the 21st century to accept responsibility for devising and presenting lessons that link reading and writing with multiple sign and symbol systems, such as drama, musical composing, film, visual art, and computer technology. It proposes the portal school concept as a viable approach for providing appropriate experiences for preservice teacher education programs that are consistent with new, expanded visions of literacy. Rather than holding classes on campus and visiting schools occasionally, preservice teachers enrolled in portal school projects meet in public schools for lectures, seminars, and demonstration lessons and for practice teaching. Researchers investigated issues viable in preservice teachers' cases, journals, and lessons; possible issue variations in their cases related to school context; and whether contents of their cases illuminate instructional shortcomings. They examined and categorized 204 teaching cases, 189 journal entries, and 85 observation field notes for eight groups of preservice teachers. Analysis revealed that across three teaching contexts, there were nine difficult issues that teacher education programs and school systems should address. The portal school model offers one viable approach for addressing the challenges of collaboration in school-university partnerships. (Contains 39 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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