ERIC Number: ED334170
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Learning To Teach Reading in Secondary Math and Science: Beliefs, Practice, and Change in Teacher Education. Research Series No. 203.
Hollingsworth, Sandra; Teel, Karen
A qualitative investigation was undertaken of the impact of a yearlong secondary reading course and practicum on two preservice teachers' beliefs about reading instruction and their actual classroom practices. Course-related data included transcribed interviews with the course instructor, narratives of course observations, and copies of course materials/assignments. Classroom-related data included interviews and observations with the preservice teachers as they taught in their mathematics and science practicums, their written journal materials, and interviews with their university supervisors and cooperating teachers. These triangulated data were analyzed using a constant comparative method to describe the differences and similarities between the course instructor's and the teachers' reading beliefs and practices. Findings showed that, although both preservice teachers could articulate revised beliefs about reading instruction in content areas, they were unable to deepen their knowledge through application in classroom settings. Thus, neither incorporated reading instruction into their mathematics and science instruction as beginning teachers. Influences of these findings on some supervisors and suggestions for reading teacher education are discussed. (Author/AMH)
Descriptors: Attitude Change, Classroom Techniques, Content Area Reading, Higher Education, Practicums, Preservice Teacher Education, Qualitative Research, Secondary Education, Secondary School Mathematics, Secondary School Science, Student Teacher Attitudes, Student Teaching, Teaching Methods, Theory Practice Relationship
Institute for Research on Teaching, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($2.00).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: University of California Berkeley