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?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
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
Data Sources
- Conversations with teacher candidates, graduates, and cooperating teachers
- Observations
- Written reflections
Data Analysis Tools
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