Field-based teacher education in literacy: preparing teachers in real classroom contexts |
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| Authors: | Tricia L DeGraff Cynthia M Schmidt Jennifer H Waddell |
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| Institution: | 1. Education Leadership, Policy and Foundations, Curriculum and Instructional Leadership, University of Missouri-Kansas City, Kansas City, MO, USAtldegraff@gmail.com;3. Language and Literacy, Curriculum and Instructional Leadership, School of Education, University of Missouri-Kansas City, Kansas City, MO, USA;4. Institute for Urban Education, Curriculum and Instructional Leadership, School of Education, University of Missouri-Kansas City, Kansas City, MO, USA |
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| Abstract: | For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed. |
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| Keywords: | teacher education curriculum literacy methods practice-based teacher education teacher learning reading methods |
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