Special education teachers’ appropriation of pedagogical tools for teaching reading
Abstract
This study examined various influences on special education preservice teachers’ appropriation of pedagogical tools for teaching reading to students with high-incidence disabilities using an activity theory framework. Interview, observation, and artifact data were collected on 6 preservice teachers, their reading methods course instructors, field supervisors, and practicum cooperating teachers. Using grounded theory methods, 4 concepts emerged as chief influences on participants’ appropriation of conceptual and practical reading tools: (a) opportunities to appropriate knowledge in practice, (b) personal qualities, (c) motivation for knowledge assimilation, and (d) access to knowledge. Specific information related to these 4 concepts and their relationships are reported with implications for future research and practice in special education teacher education.
Reference
Leko, M. M., & Brownell, M. T. (2011). Special education teachers' appropriation of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
Journal
Exceptional Children
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
- Elementary
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
6
Duration of Data Collection
Data Sources
- artifacts
- fieldnotes
- Interviews
- Observations
Data Analysis Tools
- Activity Theory Framework
- coding (open to axial to selective
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
What are the individual and contextual influ- ences on special education preservice teach- ers’ appropriation of pedagogical tools in reading for students with disabilities?
Is this research question explicit from the manuscript? Yes
How do these influences impact the extent to which special education preservice teachers appropriate evidence-based practices in read- ing for students with disabilities?
Is this research question explicit from the manuscript? Yes