Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the "Practice Makes Practice" Dilemma?

Autor/inn/en	Hoffman, James V.; Mosley Wetzel, Melissa; DeJulio, Samuel
Titel	Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the "Practice Makes Practice" Dilemma?
Quelle	In: Action in Teacher Education, 40 (2018) 1, S.58-76 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424660
Schlagwörter	Multiple Literacies; Tutoring; Literacy Education; Qualitative Research; Preservice Teacher Education; Elementary School Teachers; Teaching Methods; Educational Practices; Undergraduate Students; Case Studies; Focus Groups; Student Attitudes; Language Arts; English; Field Experience Programs; Elementary School Students; Content Analysis + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Case study; Fallstudie; Case Study; Schülerverhalten; Sprachkultur; English language; Englisch; Praxisnahes Lernen; Inhaltsanalyse
Abstract	The current qualitative study addresses the growing concern in preservice teacher (PT) education that simply increasing the amount of field experiences in teacher preparation programs may just reinforce the status quo in teaching. The focus in this report is on how a series of literacy tutorials, designed as hybrid spaces for learning, provide opportunities for PTs to experience practices that are not highly present or visible in elementary classrooms as a result of pressures to standardize the literacy curriculum. Although literacy tutorials are fairly common in teacher preparation programs, multiple literacy tutorials coordinated across a preparation program are rare. In this research project the authors focused on the learning of PTs across multiple tutorial experiences and the ways in which these tutorial experiences, as hybrid spaces, created opportunities for PTs to experience powerful teaching in ways that may not be present in traditional classrooms and in traditional practicum experiences. The findings from the current study document the ways in which the multiple tutoring experiences in multiple tutoring experiences supported the PTs in their growing understanding, engagement, and reflection around practices that challenge the standardized literacy curriculum shaping schools today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01