ERIC Number: EJ918892
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading
Leko, Melinda M.; Brownell, Mary T.
Exceptional Children, v77 n2 p229-251 Win 2011
This study examined various influences on special education preservice teachers' appropriation of pedagogical tools for teaching reading to students with high-incidence disabilities using an activity theory framework. Interview, observation, and artifact data were collected on 6 preservice teachers, their reading methods course instructors, field supervisors, and practicum cooperating teachers. Using grounded theory methods, 4 concepts emerged as chief influences on participants' appropriation of conceptual and practical reading tools: (a) opportunities to appropriate knowledge in practice, (b) personal qualities, (c) motivation for knowledge assimilation, and (d) access to knowledge. Specific information related to these 4 concepts and their relationships are reported with implications for future research and practice in special education teacher education. (Contains 3 tables and 1 figure.)
Descriptors: Grounded Theory, Preservice Teachers, Methods Courses, Disabilities, Special Education Teachers, Cooperating Teachers, Reading Instruction, Concept Formation, Motivation, Knowledge Base for Teaching, Interviews, Observation, College Faculty, Student Teacher Supervisors, Influences, Masters Degrees, Graduate Students, Elementary School Teachers
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A