ERIC Number: ED458543
Record Type: RIE
Publication Date: 1997-Sep
"Reading for Information": How Student Teachers React to an Interactive Teaching Approach.
This study monitored 50 student teachers' perceptions of an interactive approach within one area, that of "reading for information," in order to identify the factors which fostered familiarity with this approach to teaching. The student teachers identified factors which helped them to learn about the teaching of "reading for information." There was strong agreement that learning about the techniques required to "read for information" provided them with needed subject knowledge. There was also strong agreement in the usefulness of an interactive approach. Not only did it help them find out about how to teach the subject in school it also provided certain affective conditions important in supporting their own learning. The credit they gave to the power of images in helping them reconstruct their understandings about how they might teach is the subject of this paper. (Contains 18 references.) (Author/RS)
Descriptors: Elementary Education, Foreign Countries, Higher Education, Instructional Effectiveness, Preservice Teacher Education, Reading Comprehension, Reading Instruction, Student Attitudes, Student Teachers, Teaching Methods
For full text: http://brs.leeds.ac.uk/cgi-bin/brs_engine.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Scottish Educational Research Association (Dundee, Scotland, September 18-20, 1997).