Preservice teachers’ varied experiences in urban literacy practica: A challenge for teacher educators
Abstract
Highlights (from journal)
Most preservice teachers (PSTs) observed research-based practices in urban practica.
Variations existed between practicum sites in word study, writing, and talk/drama.
Regular observers of research-based practices attributed growth to their mentor teachers. Infrequent observers of research-based practices attributed growth to course and students. Teacher educators need to address boundaries between courses and field experiences.
Reference
Lazar, A. M. (2018). Preservice teachers’ varied experiences in urban literacy practica: A challenge for teacher educators. Teaching and Teacher Education, 71, 262-270.
Journal
Teaching and 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
Institutional Context
Certification Level
- early childhood
- Elementary
Programatic Focus
Research Location Context
- Elementary school
- field-based methods course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
52
Duration of Data Collection
Data Sources
- Field experience log
- Likert style survey
- reflective essay
Data Analysis Tools
- grounded theory
- Open coding
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
How do PSTs’ school sites influence their ability to see themselves as future literacy teachers and in urban elementary schools and their perceptions of literacy?
Is this research question explicit from the manuscript? No