Field-Based Teacher Education in Literacy: Preparing Teachers in Real Classroom Contexts

Autor/inn/en	DeGraff, Tricia L.; Schmidt, Cynthia M.; Waddell, Jennifer H.
Titel	Field-Based Teacher Education in Literacy: Preparing Teachers in Real Classroom Contexts
Quelle	In: Teaching Education, 26 (2015) 4, S.366-382 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1034677
Schlagwörter	Literacy; Field Experience Programs; Preservice Teacher Education; Preservice Teachers; Student Teaching; Methods Courses; Curriculum Design; Curriculum Implementation; Integrated Activities; Pedagogical Content Knowledge; Internship Programs; Educational Practices; Teaching Skills; Teaching Methods; Performance Factors; Success + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Lehrplangestaltung; Integrierender Unterricht; Pädagogische Kompetenz; Berufspraktische Ausbildung; Bildungspraxis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsindikator; Erfolg
Abstract	For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman's framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01