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ERIC Number: ED407396
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 24
Abstractor: N/A
Reference Count: N/A
Social Construction of Preservice Teachers' Instructional Strategies for Reading.
O'Callaghan, Catherine M.
This exploratory study investigated the social construction of four preservice teachers' instructional strategies for reading. Participants had just completed their fourteenth week of student teaching. Data collection consisted of DeFord's (1979) Theoretical Orientation to Reading Profile (TORP), literacy narratives, teaching metaphors, and think-aloud protocols for three vignettes of primary grade reading problems. Cross-case analysis indicated that these student teachers' instructional strategies for reading were rooted in their own experiences as students learning to read. All four participants espoused a skills orientation to reading on the TORP. This orientation was reflected in their instructional solutions to reading vignettes. The majority of instructional solutions expressed during the think-aloud protocols were received/procedural knowing. Two participants who had experienced a supportive literacy environment during childhood chose a nurturing conceptualization of teaching for their metaphor. Two who did not enjoy reading during childhood chose metaphors that emphasized the teacher as an authoritarian figure. (Contains 26 references.) (Author/JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A