Preservice literacy teaching: An opportunity to develop decision-making practices for quality instruction
Abstract
This descriptive case study explores how a preservice language arts methods course offers opportunities to develop and accelerate decision-making practices in reflection-based teaching. Jef, a teacher candidate, maximized learning opportunities for children during his eight-week literacy methods field experience. Decision-making processes were highlighted in course work and applied during teaching. Three key areas supported acceleration of literacy instruction, including decision-making, strategic use of mentor feedback, and reflection-based teaching. Findings reveal that Jef deliberately chose to use interplay of support to improve his literacy teaching. Implications suggest that acceleration in methods teaching may be accomplished when strong teacher candidate commitment to excellence is evident.
Reference
Wold, L. S., & Reitsma, J. (2006). Preservice Literacy Teaching: An Opportunity to Develop Decision-Making Practices for Quality Instruction. Journal of Reading Education, 31(3), 11-20.
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
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
1
Other Participant Data
Duration of Data Collection
Data Sources
- anecdotal observations of PTs in class
- Cooperating Teacher Feedback
- student reflections
Data Analysis Tools
- Interactive analysis (Miles & Huberman, 1994)
Researcher Positionality
- inside (staying their own students)
Research Questions
How do teacher candidates learn and accelerate the quality of language arts instruction through the complex interplay of decision-making and reflection-based practice?
Is this research question explicit from the manuscript? Yes