The Promise of Secondary Content Area Literacy Field Experiences
Abstract
Secondary preservice teachers (N = 67) in a required content area literacy course and 30-hour field experience presented tradebooks, biographies, as well as pre, during, and after reading lessons based on topics in their content area to middle and high school students. At the end of the semester, they were asked to complete an anonymous survey. Results revealed that before the semester, preservice teachers were unlikely to make these presentations in their future instruction. Preservice teachers underestimated the enthusiasm of the students and their cooperating teachers for all three of these presentations. There were positive correlations between preservice teachers' rating of the students' and cooperating teachers' enthusiasm and the likelihood that they would repeat these presentations in their future instruction.
Reference
Peggy, D. (2012) The promise of secondary content area literacy field experiences, literacy research and instruction, 51(3), 214-232.
Journal
Literacy 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
Research Location Context
- Content area literacy course
- field-based methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
67
Duration of Data Collection
Data Sources
Data Analysis Tools
- Constant comparative analysis
- Correlation
- t-test
Researcher Positionality
- inside (staying their own students)
Research Questions
The purpose of this study was to determine how enthusias- tic preservice teachers believed their field experience students and cooperating teachers were for their tradebook, biography, as well as their pre, during, and after reading lesson presentations.
Is this research question explicit from the manuscript? Yes