Activating the need to know in reading instruction: One teacher educator’s practice
Abstract
This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by helping each one make a personal connection to the content through assignments, feedback, class sessions, and field assignments. This teacher educator's practice can inform others who seek to establish closer and more productive links between coursework, fieldwork, and prospective teachers' teaching.
Reference
Nelson, P. S. (2012). Activating the need to know in reading instruction: One teacher educator's practice. Action in Teacher Education, 34(2), 133-145. http://dx.doi.org/10.1080/01626620.2012.677737
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
6
Other Participant Data
Duration of Data Collection
Data Sources
- course materials
- Focus group interviews
- Interviews
- Observations
- student work
Data Analysis Tools
- Case study analysis
- coding to a prior categories
Researcher Positionality
Research Questions
How was the course designed?
Is this research question explicit from the manuscript? Yes
How was content delivered?
Is this research question explicit from the manuscript? Yes
How did the preservice teachers respond to their preparation?
Is this research question explicit from the manuscript? Yes