The Influence of Prior Knowledge, University Coursework, and Field Experience on Primary Preservice Teachers' Use of Reading Comprehension Strategies in a Year-Long, Field-Based Teacher Education Program

Autor/inn/en	Sampson, Mary Beth; Linek, Wayne M.; Raine, I. Laverne; Szabo, Susan
Titel	The Influence of Prior Knowledge, University Coursework, and Field Experience on Primary Preservice Teachers' Use of Reading Comprehension Strategies in a Year-Long, Field-Based Teacher Education Program
Quelle	In: Literacy Research and Instruction, 52 (2013) 4, S.281-311 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2013.808296
Schlagwörter	Prior Learning; Preservice Teachers; Courses; Field Experience Programs; Elementary School Teachers; Teaching Methods; Reading Comprehension; Reading Instruction; Internship Programs; Rating Scales; Multiple Choice Tests; Interviews; Lesson Plans; Learning Strategies; Mixed Methods Research; Texas + Suchen Sie Ihr Suchwort? Vorkenntnisse; Kursangebot; Praxisnahes Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Leseunterricht; Berufspraktische Ausbildung; Rating-Skala; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This descriptive study employed mixed methods to explore preservice teachers' initial knowledge and subsequent use of explicitly taught reading comprehension strategies in primary grade classrooms during a year-long, field-based teacher preparation program. Self-Knowledge Rating Surveys, Strategy Multiple-Choice Tests, strategy logs, lesson plans, self-evaluations, mentor teacher/university liaison evaluations, and interviews with university liaisons comprised data sources. Research questions addressed what reading comprehension strategies primary preservice teachers self-reported they knew; what they demonstrated they actually knew via testing and implementation; and how the self-reports, test results, and implementation compared. Results indicated that neither knowledge nor prior exposure to research-based comprehension strategies transferred into teaching when strong external influences that did not support strategy use such as scripted programs, district policies, high stakes testing environments, and public school mentor teachers' examples of teaching were present. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10