TY - JOUR
T1 - Three Steps Forward, One Step Back: Two Preservice Teachers Learn to Teach in Consecutive, Field‐based Literacy Courses
AU - Richards, Janet
AU - Brumfield, Donna
PY - 2002/1/1
Y1 - 2002/1/1
N2 - 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‐based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers’ professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week‐by‐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.
AB - 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‐based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers’ professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week‐by‐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.
UR - https://digitalcommons.usf.edu/tal_facpub/593
UR - https://doi.org/10.1080/19388070309558386
U2 - 10.1080/19388070309558386
DO - 10.1080/19388070309558386
M3 - Article
VL - 42
JO - Reading Research and Instruction
JF - Reading Research and Instruction
ER -