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ERIC Number: ED526038
Record Type: Non-Journal
Publication Date: 2009
Pages: 418
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-2884-2
Reflection among Preservice Teacher Candidates: Understanding What Matters--A Journey of Discovery
Reid, Linda Lee
ProQuest LLC, Ed.D. Dissertation, University of Northern Colorado
The purpose of this study was to examine the thoughts and observations of six preservice teacher candidates serving in the field as one-on-one literacy tutors with high needs elementary students in grades K-3. Conducted as a case study, reflective observations by the participants focused on three specific course content areas of a literacy class: instruction, responding to diverse learning environments, and teacher professionalism. All study participants were undergraduate teacher education students in two sections of EDEL 350--Emergent Literacy for Grades K-3. The participants consisted of four females and two males; the racial balance was five White students and one Hispanic student. As a course requirement, all participants were placed as literacy tutors in two elementary schools during, before, or after school programming. Children were assigned to the program by their classroom teachers and literacy coaches with all programming focused on reading and writing skills. Randomly selected, all six volunteer study participants met for one hour each on three separate occasions during the Fall 2008 Semester for audio taped, in-depth interview sessions regarding reflections and observations from their field placement experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A