Situated Learning, the Secondary-Education Preservice/In-Service Teacher, and the Taming of the Literacy Education Shrew

Autor/inn/en	Savitz, Rachelle S.; Silva, Arsenio; Dunston, Pamela J.
Titel	Situated Learning, the Secondary-Education Preservice/In-Service Teacher, and the Taming of the Literacy Education Shrew
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92 (2019) 6, S.224-234 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savitz, Rachelle S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2019.1675573
Schlagwörter	Situated Learning; Literacy; Preservice Teachers; Attitude Change; Adolescents; Secondary School Teachers; Experiential Learning; Communities of Practice; Inservice Teacher Education; Preservice Teacher Education; Content Area Reading; Reading Strategies; Instructional Effectiveness; Faculty Development; Teacher Attitudes + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Attitudinal change; Einstellungsänderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Experiental learning; Erfahrungsorientiertes Lernen; Community; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Sinnerfassendes Lesen; Reading strategy; Leselernstufe; Lesetechnik; Unterrichtserfolg; Lehrerverhalten
Abstract	Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide extensive time for modeling, guided practice, discussion, and constructive feedback. Due to the course set-up and strategies thoroughly practiced, all teachers demonstrated a significant increase in knowledge of literacy strategies and how to incorporate them within their classrooms. Additionally, hands-on instruction and situated participation in a community of practice promoted all teachers' desire to learn and eventual demonstration of learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01