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ERIC Number: EJ811773
Record Type: Journal
Publication Date: 2008
Pages: 23
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1938-8071
Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction
Roehrig, Alysia D.; Guidry, Lisa O.; Bodur, Yasar; Guan, Qun; Guo, Ying; Pop, Margareta
Literacy Research and Instruction, v47 n2 p76-98 2008
Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student engagement and literacy achievement. Correlations, calculated between the quantity of exemplary reading instruction practices observed by preservice teachers and the accuracy of observations with their knowledge about effective beginning literacy instruction, suggest guided field observations of exemplary practices may positively impact preservice teachers' knowledge of effective early literacy instruction. Observing more exemplary practices was associated with preservice teachers' knowledge acquisition represented in concept maps (r = 0.368; p = 0.015). Practices promoting a generally motivating classroom atmosphere were more readily understood by preservice teachers than intricate subtleties of motivating literacy instruction. (Contains 3 tables and 2 figures.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A