Aspiring Teachers Becoming Strategic Readers: Instructional Scaffolds and Social Supports

Autor/in	Kates, Laura R.
Titel	Aspiring Teachers Becoming Strategic Readers: Instructional Scaffolds and Social Supports
Quelle	In: New Educator, 10 (2014) 4, S.267-288 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2014.965070
Schlagwörter	Reading Instruction; Reading Teachers; Reading Comprehension; Preservice Teachers; Knowledge Base for Teaching; Reading Strategies; Prior Learning; Introductory Courses; Community Colleges; Scaffolding (Teaching Technique); Questionnaires; Notetaking; Reading Assignments; Reading Processes; Teacher Education + Suchen Sie Ihr Suchwort? Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseverstehen; Teaching theory; Theory of teaching; Unterrichtstheorie; Reading strategy; Leselernstufe; Lesetechnik; Vorkenntnisse; Einführungskurs; Community college; Community College; Fragebogen; Lehrerausbildung; Lehrerbildung
Abstract	If teachers are to be informed, aware actors in today's labyrinthine policy environment, they need to be knowledgeable about the issues and interests that so extensively impact their work lives. One skill needed to construct such a knowledge base is the ability to read strategically. This article is an account of an attempt to make learning about strategic reading a more explicit element of coursework for preservice teachers. Findings revealed that a lack of prior knowledge often limited students' understanding of authors' points and purposes. Implications are offered for how teacher educators can best design instructional scaffolds and social supports aimed at improving teacher candidates' strategic reading. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10