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ERIC Number: ED463278
Record Type: RIE
Publication Date: 2001-Jun-9
Pages: 33
Abstractor: N/A
Three Steps Forward, One Step Back: Two Preservice Teachers Learn To Teach in Consecutive, Field-Based Literacy Courses.
Richards, Janet C.
This 9-month intrinsic case study followed 2 preservice teachers as they learned to teach literacy in 2 consecutive, field-based methods courses. Analysis of data from surveys, dialogue journals, observations, conversations, e-mail notes, and telephone conversations showed a recursive yet distinct hierarchical progression in the preservice teachers' professional knowledge and understanding. Results indicated that the preservice teachers attempted to modify their instruction in response to their week-by-week teaching dilemmas. The results support the efficacy of multiple field placements and suggest that preservice teachers are able to learn from their own teaching experience. The evolution of the preservice teachers' development as novice teachers extended well into the second semester of the program. The preservice teachers needed to learn how to manage groups of students, orchestrate reading comprehension strategies, choose appropriate literature, and link print-based lessons with computer technology. They did not recognize the importance of thoroughly planning and preparing lessons or the connections among teacher planning, teacher effectiveness, and student achievement until past the mid-point in the first semester. (Contains 55 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: With Donna Brumfield.