Promise and Possibility ‐ Hope for Teacher Education: Pre‐service Literacy Instruction Can Have an Impact

Shaw, David; Dvorak, Marcia J.; Bates, Karen

doi:10.1080/19388070709558469

Cited by 36 publications

(27 citation statements)

References 29 publications

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“…It also provides them with opportunities to practice these strategies, and allows student-teachers to critically question and reflect on teaching and learning episodes as they are presented in their university classes and implemented on a regular basis in field placements (Shaw et al 2007;Wasserman 2009). A study by Wasserman (2009) with the undergraduate students came to the conclusion that "hands-on nature of the learning experiences" coupled with demonstrations by the facilitator is an important factor in the development of self-efficacy amongst students.…”

Section: Introductionmentioning

confidence: 99%

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

Phatudi

Joubert²,

Harris

2015

International Journal of Educational Sciences

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This paper is based on a field experience project designed as part of the foundation phase literacy programme. In this project, foundation phase teacher education student-teachers selected a teaching site and a learner or group of learners that they would teach to read in the afternoons and over the weekends. The aim of the project was to offer the teacher education student-teachers an opportunity to put theory into practice using self-reflective strategies that included group and individual reflections on instructional strategies presented in DVDs, reflections on microteaching lessons to the class, and reflections on teaching learners in local schools. During the time that they were working with their learners, they were also expected to confer with other teacher education student-teachers to exchange ideas, strategies and their "best practice" experiences with others. Three distinct stages emerged as student-teachers taught and reflected on their experiences. Student-teachers were initially unsure of their capability of taking on the project. The second stage was that of determination to grapple with the project and the last stage was resolving to take ownership of the project. This paper recommends that projects of this nature are necessary as they allow undergraduate student-teachers opportunities for authentic learning regarding the teaching of reading.

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Section: Introductionmentioning

confidence: 99%

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

Phatudi

Joubert²,

Harris

2015

International Journal of Educational Sciences

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“…The results of the study were significant and indicated that the preservice teachers were able to articulate their knowledge and beliefs about literacy development and instruction before and after coursework; however, the researchers, Shaw and Dvorak (2007) noted that it would be premature to conclude that these preservice teachers are well-trained and highly informed. The importance of that study is that preservice teachers were able to analyze their beliefs, and consider and apply new information about how reading was taught.…”

Section: Current Elementary Teacher Preparation For Reading Instructionmentioning

confidence: 92%

“…Shaw and Dvorak (2007) conducted a study to identify the literacy knowledge, beliefs and selfefficacy of 52 elementary preservice teachers who were enrolled in a reading methods course. The preservice teachers completed 10 practicum sessions; five of the sessions they worked with a primary reader and then worked with an intermediate reader in the second five weeks.…”

Section: Current Elementary Teacher Preparation For Reading Instructionmentioning

confidence: 99%

“…This may be attributed to the possibility that they may have had prior experiences teaching reading to students outside of the university setting. (Bandura, 1977;Kennedy, 1998;Lortie, 1975;Munby, Russell, & Martin, 2001;Shaw & Dvorak, 2007) regarding the reading preparation of elementary education classroom teachers. Additionally, according to Kennedy, (1998) preservice teacher preparation is the ideal place to change preservice teachers' misconceptions; their initial frames of reference about teaching reading, since it is between their experiences as students in classrooms and their future experiences as teachers.…”

Section: Achievementmentioning

confidence: 99%

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The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise

Robbins

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“…Similarly, Shaw, Dvorak and Bates (2007) used the TORP to discover a relationship between pre-and post-test scores and experiences throughout a semester of a teacher training program. Overall, the pre-service teachers' beliefs and perception were impacted over the course of the semester.…”

Section: Major Findings and Implicationsmentioning

confidence: 99%

The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

Singleton¹

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Vygotsky's Activity Theory-the theoretical framework for the current study. Constant comparative data analysis was used to make connections and construct meaning. Data were collected twice before an initial analysis and followed by a third gathering of information before the final analysis. Research questions for this study were examined using the original survey results for the eight case study teachers as well as qualitative data gathered through interviews, observations, and artifact collection. A cross-case vi analysis reveals that regardless of educational background and despite differing selfreported theoretical orientations to reading, all eight kindergarten teachers consistently taught from a phonics-based orientation. Building upon Vygotsky's Activity Systems theory, the concept of interdependent activity systems also emerged within the study and suggests that teachers are constantly balancing multiple activity systems in their daily work. A nexus of practice exists at the center of this new theory of interdependent activity systems -the point at which teachers are making decisions and implementing classroom practice drawn upon experiences from all their activity systems to create authentic learning opportunities for their students. Implications for teacher preparation programs, policymakers, and practitioners are discussed.

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Promise and Possibility ‐ Hope for Teacher Education: Pre‐service Literacy Instruction Can Have an Impact

Cited by 36 publications

References 29 publications

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

Self-Reflective Practices during Teaching and Learning of an Undergraduate Literacy Module

The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise

The impact of kindergarten teachers' theoretical orientation to reading on curricular planning and classroom practice in literacy.

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