Model Classrooms: A Theory to Practice Link for Preservice Teacher Education.
Abstract
Considers how observation of and interaction with exemplary literacy teachers in "Model Classrooms" visits might affect preservice teachers' knowledge of practice. Suggests that engaging preservice teachers in a variety of activities with real teachers and children throughout their training enhances the experience of the student teacher and has the potential to positively impact the practice of inservice teachers as well. (SG)
Reference
Grisham, D. L., & Brink, B. (2000). Model Classrooms: A Theory to Practice Link for Preservice Teacher Education. Journal of Reading Education, 26(1), 1-8.
Journal
Journal of Reading 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
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- general coursework
- General Methods Course
Preservice Participants
Preservice Sample Size
43
Duration of Data Collection
Data Sources
- anecdotal notes
- fieldnotes
- Interviews
- Video
Data Analysis Tools
- Qualitative Analysis
- Triangulation
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
how may observations of and interactions with exemplary literacy teachers in model classrooms affect preservice teachers' knowledge of practice?
Is this research question explicit from the manuscript? Yes