Learning to teach struggling (and non-struggling) elementary school readers: An analysis of preservice teachers' knowledge.
Learning to teach struggling (and non-struggling) elementary school readers: An analysis of preservice teachers' knowledge.
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学习教授挣扎（和非挣扎）的小学读者：对职前教师知识的分析。
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
A. Harrington
中科院分区：
文献类型：
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作者：
A. Harrington
本研究的目的是描述小学副教师的信念，理解和指导的奋斗和非奋斗的读者，因为他们随着时间的推移演变，在两个大学阅读教育课程的领域组成部分。采用定性内容分析法，我们分析了22名副教师在一年的教师教育计划的任务。我们发现，在整个一年中，副教师提高了他们的能力，整合他们的个人，实践和专业知识，通知他们的阅读教学。他们对阅读教学的误解减少了，而他们批判性地检查阅读教学的能力和对他们准备教挣扎的读者的估计增加了。职前教师对评估学生阅读能力的价值的看法变得越来越积极，对辅导苦苦挣扎的读者的重要性的看法也是如此。最后，本研究提出大学阅读教育课程如何支援未来在职教师的学习与发展的建议。
The purpose of this research was to describe elementary school preservice teachers' beliefs, understandings, and instruction of struggling and non-struggling readers as they evolved over time in two university reading education courses with a field component. Using a qualitative content analysis, we analyzed the assignments of 22 preservice teachers across one year of their teacher education program. We found that, throughout the year, preservice teachers improved in their abilities to integrate their personal, practical, and professional knowledges to inform their reading instruction. Their misunderstandings surrounding reading instruction decreased while their abilities to examine reading instruction critically and estimations of their preparedness to teach struggling readers increased. Preservice teachers' views about the value of assessing students' reading proficiency became increasingly more positive as did perceptions about the importance of tutoring struggling readers. Finally, implications are made to suggest how university reading education courses may support the learning and development of future preservice teachers.
DOI：
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发表时间：
2020
期刊：
影响因子：
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作者：
Sakai T;Shoji T;Yhoshida N;Fukumori K;Tanaka Y;Tanaka T;Mutsuhiro NAKASHIGE and Syougo OONISHI
通讯作者：
Mutsuhiro NAKASHIGE and Syougo OONISHI