Search results for: Scales W. David
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Given the scarcity of research on how teacher educators prepare teacher candidates to successfully bridge coursework and fieldwork, the authors conducted a case study of six literacy teacher educators to investigate how they described learning experiences designed to help teacher candidates navigate varied coursework and fieldwork. Teacher educators described intentionally creating learning experiences that connected coursework and fieldwork, but often lacked an explicit articulation of these connections to candidates. Few educators described learning experiences that engaged and supported candidates to critically examine encountered curricular contexts and then enact responsive literacy instruction using curricular materials from fieldwork.
Updated: Feb. 28, 2022
An Examination of Teacher Education in Literacy Instruction and Candidate Perceptions of Their Learned Literacy Practices
The authors identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty. Findings indicate some deficiencies across the institutions as well as many strengths and key attributes.
Updated: Feb. 28, 2016