Scaffolding through cases: diverse constructivist teaching in the literacy methods course |
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| Institution: | 1. Faculty of Chemistry, Institute for Advanced Studies in Basic Sciences, Zanjan, Iran;2. Department of Chemistry, Razi University, Kermanshah, Iran;1. Key Laboratory of Coastal Zone Environmental Processes and Ecological Remediation, Yantai Institute of Coastal Zone Research (YIC), Chinese Academy of Sciences (CAS), Shandong Provincial Key Laboratory of Coastal Zone Environmental Processes, YICCAS, Yantai, Shandong 264003, PR China;2. Key Laboratory of Industrial Ecology and Environmental Engineering (MOE), School of Environmental Science and Technology, Dalian University of Technology, Linggong Road 2, Dalian 116024, PR China;3. State Key Laboratory of Drinking Water Science and Technology, Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing 100085, PR China;4. University of Chinese Academy of Sciences, Beijing 100049, PR China;1. School of Chemistry, Physics and Mechanical Engineering, Science and Engineering Faculty, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland 4001, Australia;2. Geology Department, School of Mines, Federal University of Ouro Preto, Campus Morro do Cruzeiro, Ouro Preto, MG 35400-00, Brazil |
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| Abstract: | This study focused on my use of first grade literacy cases to scaffold a diverse constructivist perspective in my literacy methods course for preservice teachers. The cases depicted my concurrent work in a local school with three underachieving readers, two having diverse backgrounds with respect to home languages and socioeconomic status. I examined how I communicated a diverse constructivist orientation through cases, and whether preservice teachers utilized this perspective in their assignments. Qualitative analyses of university course videotapes and preservice teachers’ assignments revealed that over time many preservice teachers showed beginning attempts at articulating a diverse constructivist orientation when assignments focused on actual students. |
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