Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses
Abstract
This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field-based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers' professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week-byweek teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.
Reference
Richards, J. & Brumfield, D. (2003). Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses. Reading Research and Instruction, 42(2), 63-84. http://dx.doi.org/10.1080/19388070309558386
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
- ethnological microanalytic stance
- intrinsic case study
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- dialogue journal
- email correspondence
- fieldnotes
- Informal conversations
- Interviews
Data Analysis Tools
- coding (emergent categories)
- Constant comparative analysis
- Content analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What themes might be visible in the data that might provide
a window into the evolution of Valerie's and Michelle's
thinking and experiences?
Is this research question explicit from the manuscript? Yes
2) In what ways might Valerie and Michelle adjust their plans
for lessons, or alter their instruction in response to issues or
problems that occurred in previous lessons?
Is this research question explicit from the manuscript? Yes
3) Will Valerie and Michelle be able to articulate modifications
in their thinking and pedagogy and the reasons for those
alterations?
Is this research question explicit from the manuscript? Yes
4) Is there a hierarchy of professional knowledge and
understanding that Valerie and Michelle might construct from
one week to another, or from one semester to the next?
Is this research question explicit from the manuscript? Yes