Literaturnachweis - Detailanzeige
| Autor/inn/en | Seymour, Jennifer R.; Osana, Helena P. |
|---|---|
| Titel | Reciprocal Teaching Procedures and Principles: Two Teachers' Developing Understanding. |
| Quelle | In: Teaching and Teacher Education, 19 (2003) 3, S.325-44Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| Schlagwörter | Higher Education; Middle Schools; Peer Teaching; Prediction; Preservice Teacher Education; Questioning Techniques; Reading Comprehension; Reading Instruction; Reciprocal Teaching; Teacher Knowledge; Teaching Methods Hochschulbildung; Hochschulsystem; Hochschulwesen; Middle school; Mittelschule; Mittelstufenschule; Peer group teaching; Peer Group Teaching; Vorhersage; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | This case study addressed the meanings two preservice teachers ascribed to four expert strategies used in reciprocal teaching (questioning, summarizing, clarifying, and predicting) and four learning principles upon which reciprocal teaching is built (cognitive apprenticeship, scaffolding, zone of proximal development, and proleptic teaching). Results highlight conceptual growth and misinterpretations of the procedures and learning principles as the student teachers developed their understanding across training sessions. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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