Pre-service teachers constructing their meanings of literacy in a field-based program
Abstract
The purpose of this study was to provide a description of how preservice teachers enrolled in a field-based early childhood education program (P-5) constructed their own definitions of literacy instruction. Specifically, we developed descriptions to answer (1) What concepts of literacy are preservice teachers exposed to during their field placements? (2) How are preservice teachers' literacy concepts affected by the theories espoused by instructors in university classrooms? (3) What effect will their developing concepts of literacy have upon preservice teachers' literacy instruction?
Data from students' journals, field observations/notes, and conferences with students and their cooperating teachers revealed that the majority of students were (a) exposed to traditional teaching in their placements, (b) exposed primarily to constructivist approaches to literacy in university classes, (c) planning to use literature to teach literacy skills, vocabulary, and writing. Finally, it was concluded that the cooperating teachers were also learning from the program. Teachers reported that they were using strategies modeled by the students and were positive toward the field-based program.
Reference
Martin, M., Martin, S., & Martin, C. (1999). Pre-service teachers constructing their meanings of literacy in a field-based program. Advancing the world of literacy: Moving into the 21st. century, 55-66.
Journal
Yearbook of the College Reading Association
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 to 6th grade
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
32
Duration of Data Collection
Data Sources
- Interviews
- journal entries
- Observations
Data Analysis Tools
- coding to a prior categories
Researcher Positionality
- inside (staying their own students)
Research Questions
(1) What concepts of literacy are preservice teachers exposed to during their field placements?
Is this research question explicit from the manuscript? Yes
(2) How are preservice teachers' literacy concepts affected by the theories espoused by instructors in university classrooms?
Is this research question explicit from the manuscript? Yes
(3) What effect will their developing concepts of literacy have upon preservice teachers' literacy instruction?
Is this research question explicit from the manuscript? Yes