"I Couldn't Have Learned This Any Other Way": Learning to Teach Literacy across Concurrent Practicum Experiences

Autor/inn/en	Mosley Wetzel, Melissa; L. Roser, Nancy; Hoffman, James V.; Antonio Martínez, Ramón; Price-Dennis, Detra
Titel	"I Couldn't Have Learned This Any Other Way": Learning to Teach Literacy across Concurrent Practicum Experiences
Quelle	In: Action in Teacher Education, 38 (2016) 1, S.70-85 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1118412
Schlagwörter	Preservice Teachers; Teaching Methods; Literacy; Practicums; Case Studies; Curriculum Development; Student Centered Curriculum; Reflection; Tutorial Programs; Seminars; Teacher Education Programs; Elementary Education; Grade 2; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Seminar; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Qualitative Forschung
Abstract	The authors, a team of literacy teacher educators who are focused on extending our own understandings of preservice teacher (PST) learning, conducted a cross-case analysis of how PSTs learned to teach literacy in three concurrent practicum experiences. We draw on Grossman's framework of representations, decompositions, and approximations to describe and interpret what PSTs learned. Through a focus on one student, Deanna, the authors illustrate three findings: PSTs came to value the variety of forms of students' literacies that reflected their ages, language backgrounds, and cultures/identities; they came to understand that relationships are essential to teaching and learning, and building relationships requires "putting myself out there" as well as "getting to know you"; and coming to know about students' literacies in contexts in which students can talk, read, make images, and write from life allowed PSTs to coconstruct a curriculum that followed the students' leads. The concurrence of practicum experience allowed for deepened reflections and understandings of literacy teaching. To extend Grossman's work, the authors suggest the importance of using artifacts of PSTs' own practices as representations in a cycle of reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01