Pre-service Teachers Identify Connections between Teaching-learning and Literacy Strategies

Abstract

This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.

Examining the Efficacy of Fishbowl Simulation in Preparing to Teach English Learners in Secondary Schools

“…Analysis of the data suggested that both Rick and Michaela were ready and motivated to learn from self-directed approaches, and they were genuinely interested in learning how to apply proven effective SLA strategies because these new skills were relevant to their current roles. With specific and immediate feedback during the lesson demonstrations, novice teachers can make explicit connections between the study of content pedagogy and enactment of the lesson, promote quality language learning, acquire content knowledge through metalinguistic techniques, and bolster transfer (Liu et al, 2016).…”

“…TCs appreciate think-time to reflect and revise their own teaching-learning approaches. They can benefit from individualized coaching, including the use of think-aloud in the context of how to make on-the-go instructional decisions and make the invisible learning visible (Liu et al, 2016;Won et al, 2019). This study is important because it provides a platform that shows the power of coaching in terms of helping TCs to engage in instructional High-Leverage Practices that make teachinglearning experiences more inclusive and impactful.…”

Reflections on the Process of Growing into Faculty: A Collaborative Experience in Being Apprentices

“…Teaching is a skill where much of the learning of enacting the skill occurs in practicing those skills within a highly analogous yet more structured situation. Thus, many preservice teacher training programs emphasize reflection combined with practice [10]- [12]. While these programs aim to prepare teachers for K-12 education, at least within the US, many lessons can be adapted to the academic preparatory process.…”