Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy |
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| Institution: | 1. Southern Illinois University, Department of Curriculum and Instruction, Mailcode 4610, Carbondale, IL 62901-4610, USA;2. University of Nevada, Las Vegas, USA;1. Instituto Superior de Tecnologías y Ciencias Aplicadas, A.P. 6163, La Habana, Cuba;2. Department of Chemistry, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4 Canada;3. Laboratorio de Química Computacional y Teórica, Facultad de Química, Universidad de La Habana, 10400 La Habana, Cuba;4. Departamento de Física, Facultad de Ciencias, Universidad de Chile, Las Palmeras 3425, 780-0003 Ñuñoa, Santiago, Chile;5. Laboratoire COVACHIM M2E, EA 3592, Université des Antilles et de la Guyane, BP 250, 97157 Pointe à Pitre Cedex, Guadeloupe;1. Instituto Superior de Tecnología y Ciencias Aplicadas, La Habana, A.P. 6163, Cuba;2. Laboratorio de Química Computacional y Teórica, Facultad de Química, Universidad de La Habana, 10400 La Habana, Cuba;3. Laboratoire COVACHIM M2E, EA 3592, Université des Antilles et de la Guyane, BP 250, 97157 Pointe à Pitre Cedex, Guadeloupe;1. Irstea, National Research Institute of Science and Technology for Environment and Agriculture, UR MALY, River hydro-ecology lab, 5 rue de la Doua, 69 100 Lyon-Villeurbanne, France;2. Communication and Ecology, Andreas Vesaliuslaan 8, 3500 Hasselt, Belgium;3. Inverde, Green Expertise Forum, Duboislaan 1 - 1560 Hoeilaart, Belgium |
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| Abstract: | The purpose of this study was to explore the meanings preservice teachers constructed about students with reading difficulties. Qualitative techniques were employed to develop six case studies to understand better how preservice teachers framed their meanings. Cross-case analysis revealed that each preservice teacher's stance on meaning, while idiosyncratically based on experience, was tied to pedagogy in two distinct ways: (a) most of the participants placed an increasingly important role on the supervising teacher when considering reading difficulties and (b) they situated themselves as a teacher within that context. The findings suggest the importance of designing preservice education course work that is inquiry-oriented and offers opportunities for students to explore systematically their developing stances and self-constructed meanings about reading. |
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