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ERIC Number: ED504183
Record Type: Non-Journal
Publication Date: 2009-Feb-5
Pages: 19
Abstractor: As Provided
Preservice Teachers' Development of Children's Vocabulary
Lilienthal, Linda K.
Online Submission, Paper presented at the Southwest Educational Research Association Annual Conference (San Antonio, TX, Feb 4-6, 2009)
The purpose of this research was to examine preservice elementary teachers' knowledge of vocabulary instruction and their success in implementing it in their partner teachers' classrooms. Study participants were three preservice elementary teachers student teaching during the first of two student teaching blocks. One preservice teacher taught kindergarten, one taught in a fourth grade classroom, and the other taught in a combined fourth and fifth grades classroom. Results indicated that preservice elementary teachers' vocabulary knowledge existed on a continuum: one preservice teacher provided almost no vocabulary instruction during observed lessons, the second preservice teacher demonstrated a developing ability to provide competent vocabulary instruction, and the third preservice teacher provided consistently extensive and expert vocabulary instruction for the children in her classroom. Based on qualitative data from the case study observations, interviews, document analysis, and the investigator's reflective journal, four findings emerged. Two of the three preservice teachers provided both explicit and incidental vocabulary instruction. Their instruction promoted the development of children's vocabulary. The two preservice teachers who provided quality vocabulary instruction utilized sources from both their teacher educational programs and their partner teachers. The effect of the preservice teachers' own knowledge of vocabulary words and meanings did influence their instruction.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A