Early Career Teachers' Knowledge and Practice in Spelling Instruction: Insights for Teacher Educators

Autor/in	Oakley, Grace
Titel	Early Career Teachers' Knowledge and Practice in Spelling Instruction: Insights for Teacher Educators
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 12, S.59-75, Artikel 5 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Beginning Teachers; Pedagogical Content Knowledge; Spelling Instruction; Teacher Attitudes; Preservice Teacher Education; Self Efficacy; Individualized Instruction; Instructional Effectiveness; Phonology; Orthographic Symbols; Morphology (Languages); Reading Instruction; Writing Instruction; Vocabulary Development; Teaching Methods; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Pädagogische Kompetenz; Orthographieunterricht; Rechtschreibunterricht; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Individualisierender Unterricht; Unterrichtserfolg; Fonologie; Morphology; Morphologie; Leseunterricht; Schreibunterricht; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers in Western Australia and data were collected through a questionnaire. This article adds to evidence indicating that many teachers feel inadequately prepared to teach spelling, particularly differentiated spelling instruction. The study is significant in that it focuses on early career teachers' preparedness to teach spelling, an area not previously thoroughly investigated. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01