Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools
Abstract
The problem of secondary Teachers' resistance to becoming teachers of reading is well documented. Unfortunately, the dominant model for many courses and in-service presentations has been transmission—teacher educators presenting knowledge and strategies for improving adolescent literacy and then expecting preservice and practicing teachers to figure out the implementation part. This article describes an attempt to develop prospective Teachers' understandings of adolescent literacy knowledge and practice within the complicated contexts provided by urban schools. The premise of our programmatic efforts and research is that secondary teachers will find connections between adolescent literacy and their work if they are provided appropriate opportunities for their own learning in complicated school contexts.
Reference
Conley, M., Kerner, M., Reynolds, J.M. (2005).Not a question of “should,” but a question of “how”: Integrating literacy knowledge and practice into secondary teacher preparation through tutoring in urban middle schools. Action in Teacher Education, 27 (2), 22-32. http://dx.doi.org/10.1080/01626620.2005.10463380
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
- Michigan State University
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- University
Preservice Participants
- Undergraduates (liberal arts college program)
Preservice Sample Size
125
Other Participant Data
Duration of Data Collection
Data Sources
- conversations among teacher educators
- online discussions
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
How can we construct a literacy-focused tutoring program for adolescents within a teacher program that is deeply embedded within the complexities of urban schooling?
Is this research question explicit from the manuscript? Yes