Three Steps Forward, One Step Back: Two Preservice Teachers Learn to Teach in Consecutive, Field‐based Literacy Courses

Janet Richards, Donna Brumfield

Research output: Contribution to journalArticlepeer-review

Abstract

<p> This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field&hyphen;based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers&rsquo; professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week&hyphen;by&hyphen;week teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.</p>
Original languageAmerican English
JournalReading Research and Instruction
Volume42
DOIs
StatePublished - Jan 1 2002
Externally publishedYes

Disciplines

  • Education

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