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1.
A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task.  相似文献   

2.
ABSTRACT

Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers’ strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers’ decision-making based on what they know about individual children. In this qualitative case study, we report findings from 12 preservice teachers enrolled in a reading methods course who used teacher knowledge to inform their teaching decisions for guided reading lessons with Kindergarteners. Findings reveal how participants used knowledge of learners to make planning as well as in-the-moment teaching decisions. The data show that most of these decisions were lesson planning decisions about text selection and word solving strategies, indicating that participants were beginning to engage in responsive teaching strategies. This study makes a new contribution to early childhood teacher education literature by underscoring the significance of learner knowledge in the context of authentic teaching practice while learning to teach guided reading to young children.  相似文献   

3.
Indiana recently passed legislation requiring teacher preparation programs to educate future teachers on how to identify and refer struggling readers, including students with learning needs related to dyslexia. The purpose of this study was to examine whether a university course that covers content in response to legislation was effective in improving preservice teachers’ knowledge about the topic of dyslexia. Participants included 62 undergraduate students enrolled in general education teacher preparation programs. One group of 23 participants had taken a required course with content regarding reading challenges and targeted instruction; the remaining 39 participants had not yet taken the required course. Preservice teachers who took the course had more accurate knowledge about dyslexia than those who had not taken the course. There were no differences between groups for confidence in ability to help students struggling with dyslexia. Additional implications regarding legislation and teacher preparation will be included in the discussion.  相似文献   

4.
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5.
Abstract

How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.  相似文献   

6.
Service-learning is defined as a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility. In this study, conducted at an American University, we describe a cascading model of integrating early childhood teacher education and service-learning for preservice teachers who then implemented the combined model in their field classrooms with young children. Examples of the projects from the two cohorts of 25 and 26 undergraduate students are provided. We demonstrate that service-learning projects provide an instructional avenue for preservice students to teach in an integrated and/or experiential manner in their field classrooms and discuss why service-learning is an appropriate and meaningful strategy to use with preservice teachers and children.  相似文献   

7.
Teacher education efforts must prepare future teachers to implement evidence-based practices that are effective for all students. A strand of practices necessary for reading competence is vocabulary instruction; however, teachers spend less time teaching vocabulary as opposed to other literacy skills. In this experimental study, researchers investigated a multimedia-based intervention, which pairs video with a Content Acquisition Podcast (i.e., video plus CAP) to teach preservice teachers (N = 49) to implement vocabulary practices with struggling students. Those who watched the video plus CAP used significantly more teaching behaviors associated with an evidence-based vocabulary practice during instruction than the comparison group.  相似文献   

8.
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.  相似文献   

9.
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms.  相似文献   

10.
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms.  相似文献   

11.
Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved.  相似文献   

12.
This study investigated eight prekindergarten teachers’ underlying assumptions about how children learn, and how these assumptions were used to inform and enact instruction. By contextualizing teachers’ knowledge and understanding as it is used in practice we were able to provide unique insight into the work of teaching. Participants focused on children’s ability to remember information, frequently through engagement and repetition. Teachers also anticipated what children would be learning in the early elementary years and taught that content, yet they did not necessarily expect children to remember the information, or even know if children learned the information. Implications for the design of both preservice and in-service teacher education are discussed. This includes helping teachers develop a strong foundational understanding of how children learn, establishing the pedagogical content knowledge relevant to teaching advanced symbol systems like literacy, and shifting pedagogical reasoning about practice. Given the link between the quality of instructional support and learning in the early years, developing the early childhood teaching force’s capacity to use knowledge to reason skillfully about teaching offers a critical lever for creating robust learning in the early years.  相似文献   

13.
Speech language pathologists (SLPs) have developed specialized knowledge about oral language and its relationship to early literacy development that can be particularly useful to early childhood educators. The purpose of this article is to highlight ways in which an SLP can support early childhood teachers in a Response to Intervention role by assessing and facilitating young students’ early literacy acquisition. In this article, we observe students who are struggling to attain one of the Common Core State Standards, discuss factors that may inhibit their typical development of early literacy, and illustrate several evidenced-based instructional practices to assist young students who struggle with reading to achieve success.  相似文献   

14.
A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in phonological awareness and phonics improves early reading and spelling skills and results in a reduction of the number of students who read below grade level. The purpose of this study was to examine the perceptions and knowledge of presevice and inservice educators about early reading instruction. The results indicated that these educators expressed positive attitudes toward explicit and implicit code instruction, with inservice educators more positive about explicit code instruction than preservice educators and preservice educators more positive about implicit code instruction. Preservice and inservice educators demonstrated limited knowledge of phonological awareness or terminology related to language structure and phonics. Additionally, they perceived themselves as only somewhat prepared to teach early reading to struggling readers. These findings indicate a continuing mismatch between what educators believe and know and what convergent research supports as effective early reading instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher education. Just prior to publication, the editorial office was informed of the untimely death of the first author, Candace Bos, who died on August 13, 2001.  相似文献   

15.
Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants?? journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Additionally, we investigated how the preservice teachers incorporated assessments into inquiry-based science units. Analysis of these documents indicated that preservice teachers recognize the need to align assessments with learning goals and instructional strategies and are using a variety of assessments. They understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals. Instead of using a variety of assessments that reflect science reforms, the preservice teachers reverted to traditional forms of assessment in their science units. Teacher education programs need to place more emphasis on developing preservice teachers?? assessment literacy so that they are better able to select and implement a variety of appropriate assessments to foster student learning.  相似文献   

16.
Abstract

The purpose of this study was to investigate two research questions: What literacy learning did preservice teachers experience through a Penpal Project embedded in an early literacy course? What sense did preservice teachers make of the Penpal Project?—with an overarching focus on bridging literacy theory with practice.

Data were gathered in a university classroom setting, situated in a small Western town, over a period of one school semester. Data methods and sources included videotaped participant observation during weekly penpal letter‐sharing, preservice teachers’ reflection journals, focus group interviews, and preservice teachers’ Penpal Project Summaries.

Patterns emerged from the data and were conceptualized under three broad categories: discourse, discovery and dilemmas. In the discourse category, cultivating relationships and learning through collaboration emerged as themes. Discoveries included meaning‐ and skill‐centered interpretations and professional learning. With regard to dilemmas, preservice teachers reported feelings of inadequacy in decoding their penpals’ letters, in finding topics to pique their penpals’ interests, and in making logical speculations.

Conclusions highlighted the importance of including field experiences in teacher education courses in order for preservice teachers to integrate early literacy theory and practice. A focus on forming relationships, working in collaboration with others, and acknowledging and solving challenges revealed added benefits for the preservice teachers, including a deeper understanding of young students’ early literacy development.  相似文献   

17.
Abstract

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills.  相似文献   

18.
The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based teaching units. The professors applied a 3-layer assessment scheme to evaluate the courses and the preservice teachers based on changes in student attitudes, student-generated curricula, and internal course evaluations. Each type of assessment effectively informed the reform process, and strengths and weaknesses of the courses were revealed. Strengths of the courses included students learning to see science as a process and comprehending inquiry as a pedagogical approach. Weaknesses observed included a lack of understanding in three areas: the role of assessment, the need to address cultural issues, and the significance of scientific literacy.  相似文献   

19.
Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.  相似文献   

20.
The purpose of this study was to investigate the use of action research by ten preservice teachers earning their associate's degree in early childhood education from a small university in the West. Their goal was to assess the impact of their teaching on student learning with children birth to 8 years of age. This study represents the use of undergraduate action research in early childhood at the associate degree level, and also contributes to the early childhood teacher education knowledge base in the use of the action research method in early learning centers as a means of professional development as well as a tool to guide daily instruction, problem solving, and decision making.

Using a variety of informal assessment procedures, the preservice teachers studied the effects of specific learning strategies or activities, first upon the development and learning of the young children they taught, and then upon the results from the assessments in order to guide further instruction.  相似文献   

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