Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges

Duffy, Ann; Atkinson, Terry

doi:10.1080/19388070109558359

Cited by 25 publications

(29 citation statements)

References 12 publications

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“…The findings also indicated that pedagogical knowledge increased significantly in all the six factors during the teacher preparation program and this continues to develop during their first year of teaching. As with the study by Duffy and Atkinson (2001) which followed 22 student teachers through 1 year of their teacher education program, the student teachers in the current study also perceived that they have learned significant amount of pedagogical knowledge during their 1 year of teacher preparation. They improved in their abilities to integrate their personal, practical, and professional knowledge in the areas of student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern of the students.…”

Section: Discussionmentioning

confidence: 58%

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching

Wong¹,

Chong²,

Choy³

et al. 2011

Educ Res Policy Prac

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This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.

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Section: Discussionmentioning

confidence: 58%

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching

Wong¹,

Chong²,

Choy³

et al. 2011

Educ Res Policy Prac

View full text Add to dashboard Cite

show abstract

“…Wood (2002), in fact, suggested that the ability to observe learner behaviors and flexibly shift between contingent levels of intervention may characterize expert teachers. The ability to make decisions based on students' strengths and needs may develop slowly for novice teachers (Griffin, Jitendra, & League, 2009), and certification and professional development programs may not sufficiently prepare teachers to make these fine-grained determinations (Duffy, 2002;Duffy & Atkinson, 2001;Seo, Brownell, Bishop, & Dingle, 2008). Pre-and in-service teachers appear to benefit from one-on-one experiences in which they tutor students who struggled with reading (Duffy & Atkinson, 2001;Gaffney et al, 2002).…”

Section: Teachers' Decision Makingmentioning

confidence: 99%

Tutoring Sixth Graders Who Struggle with Reading: Illustrations Of Wood’s Contingent Interventions

Hedin

Gaffney

2013

Reading Psychology

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Teachers working with students with reading difficulties must decide when and how to intervene. Wood (2002) suggested that teachers' shift their levels of support to match students' needs based on moment-by-moment observations-that is, teachers should scaffold their support. In this qualitative analysis, we investigated instructors' scaffolding of strategy use during tutoring lessons with sixthgrade struggling readers. As students thought aloud about astronomy passages, teachers made contingent instructional decisions. Lesson transcripts were coded for Wood's levels of contingent intervention (i.e., general verbal, specific verbal, specific verbal with nonverbal, preparation for action, and demonstration) and repair processes. Instructors constructed some successful scaffolds but more often demonstrated or interrupted readers' problem solving with "preemptive prompts." Implications for instruction and teacher preparation are discussed.

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“…When asked how important field experiences were prior to student teaching, 949 participants responded that their importance and their programs' provisions for field experiences were highly valued. Duffy and Atkinson (2001) found that pre-service teachers enrolled in a reading methods course believed the experience of tutoring a struggling reader was one of the most valuable experiences in their course with regard to their preparation to teach future students. Similarly, Linek et al (1999) found that pre-service teachers in a tutoring group cited their tutoring as having the most influence in their belief changes.…”

Section: Lack Of Change or Negative Change In Pre-service Teacher Effmentioning

confidence: 99%

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Haverback

Parault

2008

Educ Psychol Rev

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Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.

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Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges

Cited by 25 publications

References 12 publications

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching

Tutoring Sixth Graders Who Struggle with Reading: Illustrations Of Wood’s Contingent Interventions

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

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