Literaturnachweis - Detailanzeige
| Autor/inn/en | Ries, Elizabeth; Dunham, Heather; Corriston, Kelsie; Alexander, Kerry; Taylor, Valerie; Wetzel, Melissa Mosley |
|---|---|
| Titel | Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education |
| Quelle | In: Literacy Research: Theory, Method, and Practice, 72 (2023) 1, S.258-277 (20 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Ries, Elizabeth) ORCID (Dunham, Heather) ORCID (Wetzel, Melissa Mosley) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2381-3369 |
| DOI | 10.1177/23813377231182096 |
| Schlagwörter | Preservice Teacher Education; Coaching (Performance); Literacy Education; Mentors; Elementary School Teachers; Grouping (Instructional Purposes); Reading Instruction; Equal Education; Peer Teaching; Preservice Teachers; Instructional Effectiveness |
| Abstract | Most often teacher education has attended to the expertise of university instructors and cooperating teachers in preservice teachers' (PTs) learning in and from practice; rarely has the field addressed leveraging horizontal expertise within this learning-to-teach process. In this multiple case study, we examined what happens when teacher educators incorporate peer partnerships (Assaf & Lopez, 2015; Hoffman et al., 2018), where PTs coach and mentor each other around literacy teaching practices, within literacy field-based courses. Through our cross-case analysis, we found that peer partnerships scaffolded PTs' learning by expanding their views of teaching practices, provided space to utilize their literacy content knowledge and literacy pedagogical content knowledge, and facilitated PTs' development of equity-focused teaching stances. By establishing collaborative approaches to literacy instruction through peer partnerships, PTs served as sources of expertise and knowledge, thus disrupting the expert-novice divide in teacher education courses. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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