Search results for: Price-Dennis Detra
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The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.
Updated: Oct. 05, 2016
Critically Redefining and Repositioning Media Texts in Early Childhood Teacher Education: What If? And Why?
The authors describe 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.
Updated: Jun. 12, 2013