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Autor/inn/enSlay, Laura E.; Morton, Tami B.
TitelEngaging Pre-Service Teachers in Read Alouds
QuelleIn: Changing English: Studies in Culture and Education, 27 (2020) 1, S.64-82 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1358-684X
DOI10.1080/1358684X.2019.1710696
SchlagwörterOral Reading; Teaching Methods; Reading Instruction; Undergraduate Students; Teacher Education Programs; Preservice Teacher Education; Bilingual Education; Culturally Relevant Education; Student Diversity; Picture Books; Multicultural Education; Writing Instruction
AbstractToday, reading aloud is considered 'a significant component of instruction across grade levels'; particularly as a tool for teaching reading in elementary classrooms. It is basically an essential literacy practice for all student teachers to understand how to implement. In this study, authors understand the importance of modelling effective read-aloud practices and they demonstrate how they support engagement in reading and writing instruction with undergraduate students. Student teachers responded to the read alouds using reflective essays, and tables. Themes emerged that indicated that the use of read alouds in the undergraduate classrooms enhanced their understanding of identity, pedagogy, and empathy. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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