Are Teacher Candidates Learning What They Are Taught? Declarative Literacy Learning in 10 Teacher Preparation Programs

Autor/inn/en	Grisham, Dana L.; Yoder, Karen Kreider; Smetana, Linda; Dobler, Elizabeth; Wolsey, Thomas DeVere; Lenski, Susan J.; Young, Janet; Chambers, Sandra; Scales, Roya Qualls; Wold, Linda S.; Ganske, Kathy; Scales, W. David
Titel	Are Teacher Candidates Learning What They Are Taught? Declarative Literacy Learning in 10 Teacher Preparation Programs
Quelle	In: Teacher Education and Practice, 27 (2014) 1, S.168-189 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Teacher Education Programs; Literacy Education; Educational Practices; Longitudinal Studies; Case Studies; Reading Teachers; Standards; Professional Associations; Knowledge Base for Teaching; Theory Practice Relationship; Interviews; Questionnaires; California; Illinois; Kansas; North Carolina; Oregon; Pennsylvania; Tennessee; Utah + Suchen Sie Ihr Suchwort? Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Standard; Teaching theory; Theory of teaching; Unterrichtstheorie; Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik; Fragebogen; Kalifornien
Abstract	This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of university teacher preparation programs, (2) how these compared to the International Reading Association's standards for reading professionals, and (3) the extent to which teacher candidates stated that they learned what was taught in the programs. Preparation programs represent undergraduate, postbaccalaureate, public, and private universities in urban, suburban, and rural settings. Findings for Phase 1 indicated 70% congruence between what was taught in the program and what candidates say that they learned. Candidates have strong declarative knowledge of curriculum and instruction, assessment, and what makes for a literate environment but limited knowledge of diversity and professional learning, and candidates before student teaching are unsure of how to implement their knowledge in practice. Implications for teacher preparation and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10