Field-based teacher education in literacy: preparing teachers in real classroom contexts

Abstract

For the past two decades, scholars have advocated for reforms in teacher educa- tion that emphasize relevant connections between theory and practice in univer- sity coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in help- ing preservice teachers learn to differentiate literacy instruction for diverse learn- ers in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed.

Reference

DeGraff, T. L., Schmidt, C. M., & Waddell, J. H. (2015). Field-based teacher education in literacy: preparing teachers in real classroom contexts. Teaching Education, 26(4), 366-382.

Journal

Teaching Education

Analysis

Is this article part of a larger project or series of studies?

unclear

Does this study draw on a large, preexisting data set?

Research Approach

Descriptive study

Geographic Setting

Missouri

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

culturally relevant pedagogy
Diversity
Integrated curriculum
social constructivist pedagogy
social justice

Research Location Context

Integrated sequence of three field-bases courses

Preservice Participants

2 year undergraduate program
undergraduate preservice teachers

Preservice Sample Size

Duration of Data Collection

2 years

Data Sources

Conversations with teacher candidates, graduates, and cooperating teachers
Observations
Written reflections

Data Analysis Tools

no analysis stated

Researcher Positionality

Inside (studying their own programs)

Research Questions

How does a coherent sequence of literacy methods courses utilizing Grossman's framework impact a field-based elementary teacher education program?
Is this research question explicit from the manuscript? Combination