ERIC Number: EJ1031531
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 81
Expanding Preservice Teachers' Knowledge of the English Language: Recommendations for Teacher Educators
Washburn, Erin K.; Mulcahy, Candace A.
Reading & Writing Quarterly, v30 n4 p328-347 2014
For many striving readers in the early grades (Grades K-3), difficulty learning to read manifests at the word level. As a result, such readers are likely to need explicit instruction in the structure of the English language, also referred to as "basic language concepts" (i.e., concepts and skills related to phonology, phonics, morphology). However, researchers have found that preservice and in-service teachers generally lack knowledge about and skills related to these concepts. Thus, the purpose of this article is to provide recommendations for teacher educators in both general and special education preparation programs to support preservice teachers' learning and application of basic language concepts.
Descriptors: Preservice Teachers, Teacher Educators, Pedagogical Content Knowledge, English Instruction, English, General Education, Special Education, Elementary School Teachers, Teacher Education Programs, Phonological Awareness, Phonics, Morphology (Languages), Student Teachers
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A