What Should Teachers Know about Spelling?

Autor/in	Adoniou, Misty
Titel	What Should Teachers Know about Spelling?
Quelle	In: Literacy, 48 (2014) 3, S.144-154 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12017
Schlagwörter	Spelling; Teaching Methods; Knowledge Base for Teaching; Beginning Teachers; Literacy Education; Teacher Education Programs; Teacher Competencies; Knowledge Level + Suchen Sie Ihr Suchwort? Schreibweise; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Junior teacher; Junglehrer; Lehrkunst; Wissensbasis
Abstract	This article describes essential teacher knowledge for teaching spelling, along with a description of how this knowledge may convert to effective classroom pedagogy. The article is the result of a study of 14 beginning teachers who were participants in a broader study of their experience of teaching literacy in the first year in the classroom after graduation. The broad aim of the study was to determine if there were changes that could be made to their teacher preparation that would better prepare them to teach literacy in their first year teaching in the classroom. Teaching spelling was quickly identified as an area of literacy in which they were struggling. They were nervous about their own spelling skills but also had a limited pedagogy for spelling. The article describes the spelling knowledge they needed to have, with reference to the challenges they faced and presents the changes that were subsequently made to the teacher preparation of future teachers at the university from which they graduated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10