ERIC Number: EJ1156676
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
Learning to Support Adolescent Literacy: Teacher Educator Pedagogy and Novice Teacher Take up in Secondary English Language Arts Teacher Preparation
Kavanagh, Sarah Schneider; Rainey, Emily C.
American Educational Research Journal, v54 n5 p904-937 Oct 2017
Disciplinary literacy scholars promote text-based instruction in the service of disciplinary inquiry, and scholars of teacher education promote practice-based preparation for teachers. This study brings these scholarly communities into conversation by investigating how practice orientations in teacher education influence novice teachers' literacy teaching. We conducted video analyses of teacher education coursework and novice teachers' classroom instruction in secondary English language arts. Data were collected during a summer institute for novice teachers designed through a partnership between a university and an alternative teacher education program. Analyses revealed that when learning targets for novice teacher participants were explicitly connected to teaching practice through the use of representations, decompositions, and approximations, those targets were more frequently observed in novices' subsequent classroom instruction.
Descriptors: Adolescents, Literacy, Video Technology, Teacher Education, Reading Instruction, Beginning Teachers, Language Arts, Secondary School Teachers, Summer Programs, Partnerships in Education, Alternative Teacher Certification, Teacher Competencies, Literacy Education, Teacher Collaboration, Semi Structured Interviews, Teaching Methods, Coding
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A