Preservice Teachers' Knowledge, Attitudes, and Perception of Their Preparation to Teach Multiliteracies/Multimodality

Autor/in	Ajayi, Lasisi
Titel	Preservice Teachers' Knowledge, Attitudes, and Perception of Their Preparation to Teach Multiliteracies/Multimodality
Quelle	In: Teacher Educator, 46 (2011) 1, S.6-31 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Preservice Teacher Education; Literacy; Teaching Methods; Knowledge Level; Pedagogical Content Knowledge; Knowledge Base for Teaching; Educational Practices; Influence of Technology; Multimedia Instruction; Learning Modalities; Teacher Surveys; Interviews; Technology Integration; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Multimediales Lernen; Lernumgebung; Interviewing; Interviewtechnik
Abstract	The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the findings are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10