A Practice-Oriented vs. Domain-Oriented Approach to Methods Coursework in Literacy Teaching.

Autor/in	Mosenthal, James
Titel	A Practice-Oriented vs. Domain-Oriented Approach to Methods Coursework in Literacy Teaching.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Case Studies; Childrens Literature; Classroom Research; Higher Education; Literacy; Methods Courses; Preservice Teacher Education; Primary Education; Reading Instruction; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; 'Children''s literature'; Kinderliteratur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	Literacy methods coursework usually uses an approach in which prospective teachers are asked to apply domain knowledge (concepts and methods of literacy teaching) in field situations structured for its application. However, that methods can be learned in this way and incorporated into actual situations of schooling has been called into question. A study investigated an alternative method, one that could be called practice-oriented. In this approach, context is focal and domain knowledge is a resource or means for responding to a situation of practice. In the practice-oriented approach, students are asked to work from within ongoing classroom instruction as this is negotiated between them and classroom teachers. As a result, preservice teachers are put in the position of having to identify and resolve problems pertaining to their interactions with children, interactions amongst children, subject matter and teaching routines as they exist in the context of a particular classroom. The study focused on one student who was in her second semester of work in methods of literacy instruction. Interviews with her show how she attempts to work through certain difficulties arising from her efforts to start a free-flowing discussion with children after a reading. These difficulties are resolved creatively and effectively for the most part, but some basic assumptions go unexamined. From the study, two criteria (one suggested: one involves the reasoned conduct of instruction within a situation of practice; a second may involve identifying entrenched aspects of ongoing classroom work, i.e., aspects of a situation which are foundational to ongoing work and as such are invisible, assumed, or unquestioned by the participant. (Contains 11 references.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC