Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education

Autor/inn/en	Drechsel, Barbara; Breunig, Katharina; Thurn, Daniela; Basten, Johanna
Titel	Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education
Quelle	In: Psychology Learning and Teaching, 13 (2014) 3, S.250-259 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.2304/plat.2014.13.3.250
Schlagwörter	Foreign Countries; Reading Instruction; Teacher Education Programs; Higher Education; Psychology; Preservice Teacher Education; Preservice Teachers; Theory Practice Relationship; Grade 5; Individual Instruction; Learning Modules; Formative Evaluation; Feedback (Response); Student Teaching; Student Journals; Germany + Suchen Sie Ihr Suchwort? Ausland; Leseunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Psychologie; Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; School year 05; 5. Schuljahr; Schuljahr 05; Individuelles Lernen; Learning module; Lernmodul; Teaching practice; Unterrichtspraxis; Studentenzeitung; Deutschland
Abstract	The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five individual reading lessons. During the sessions, students were supported by a mentor and received individual video feedback as well as peer feedback. The students also kept a learning journal to document and reflect on their practical experiences. The results from a small-scale evaluation study suggest that the course format bears a high potential for meaningful learning experiences regarding both general teaching practice and reading instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01