The English methods class matters: Professor D and the student teachers.
Abstract
The primary question that guided this year-long study was "To what degree do student teachers use principles and methods from their university-based methods class in their student teaching experiences?" To respond to this question, the secondary English methods class was studied, and the prevailing theme and concepts were identified as points of emphasis. The student teaching experience in secondary English was explored through case studies of four students from the methods class. An analysis of the data revealed that the methods class and the methods professor matter, as do the student teachers' own personal themes, which became their guiding teaching principles.
Reference
Jobe, L. G., & Pope, C. A. (2002). The English methods class matters: Professor D and the student teachers. Literacy Research and Instruction, 42(1), 1-29.
Journal
Reading Research and Instruction
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
- English
- English Language Arts (ELA)
Research Location Context
- English Methods Course
- student teaching placement schools
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
4
Other Participant Data
Duration of Data Collection
Data Sources
- Audio recordings
- Course Handouts
- Interviews
- Observations
- Syllabi from University courses
- textbooks
Data Analysis Tools
- Constant comparative analysis
- Triangulation
Researcher Positionality
Research Questions
"To what degree do student teachers use principles and methods from their university-based methods class in their student teaching experiences?"
Is this research question explicit from the manuscript? Yes