Preservice Teachers' Beliefs about Struggling Readers and Themselves

Autor/inn/en	Brodeur, Katherine; Ortmann, Lisa
Titel	Preservice Teachers' Beliefs about Struggling Readers and Themselves
Quelle	In: Mid-Western Educational Researcher, 30 (2018) 1-2, S.1-27 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Preservice Teachers; Student Attitudes; Reading Instruction; Reading Teachers; Teacher Competencies; Literacy Education; Teacher Student Relationship; Elementary School Students; Tutoring; Practicums; Experiential Learning; Reading Difficulties; Self Efficacy; Professional Identity; Case Studies; Elementary School Teachers; Student Surveys; Writing Assignments; Statistical Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderkonzept; Nachhilfeunterricht; Practicum; Praktikum; Praktika; Experiental learning; Erfahrungsorientiertes Lernen; Reading difficulty; Leseschwierigkeit; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Schülerbefragung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This descriptive case study examines preservice teachers' beliefs about themselves as teachers of reading as they develop identities for teaching through experiences in a Foundations of Literacy course and their tutoring relationships with elementary students during an accompanying practicum. As the preservice teachers learned about foundational literacy development and assessment, they came to understand some students as "struggling readers," although their beliefs were not always grounded in assessment results. Practicum experiences both challenged and reinforced their existing beliefs about struggling readers, as well as their own sense of self-efficacy in responding to struggling readers' needs. Findings suggest that the types of student information preservice teachers attend to shape both productive and inaccurate beliefs about teaching students who struggle. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01