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ERIC Number: ED341950
Record Type: RIE
Publication Date: 1991-Nov
Pages: 17
Abstractor: N/A
Reference Count: N/A
The Teacher/Researcher in Preservice Reading Education.
Christensen, Linda; Walker, Barbara J.
A naturalistic study examined how the structure of a teacher education course in reading diagnosis promoted an active, constructive stance toward teaching. Two professors in education participated in the study; one was the participant/instructor in the class and the other was a participant/observer. The 20 students in the class attended a seminar followed immediately by a practicum experience tutoring children with reading difficulties. Data included field notes, lecture notes, video and audiotapes of lectures and discussions, in-depth interviews with students, essay exams, and tutoring journals. Results indicated that four patterns encouraged the preservice students to integrate concepts: (1) using multiple perspectives to develop lesson plans; (2) offering the students structure and direction; (3) spending a majority of instructional time on student-led learning; and (4) modeling instructional techniques that illustrated a concept. Findings coalesced into a major theme, that of dealing with complexity which involves recognizing that teaching is a complex interaction where concepts interact and change as they are applied within a situational context. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Collaborative Research
Note: Paper presented at the Annual Meeting of the College Reading Association (Crystal City, VA, October 31-November 3, 1991).