"I Felt Like My Practice Was Catching up with My Beliefs:" A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis

Autor/inn/en	Broemmel, Amy D.; Swaggerty, Elizabeth A.; Rigell, Amanda; Blanton, Betty
Titel	"I Felt Like My Practice Was Catching up with My Beliefs:" A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis
Quelle	In: Action in Teacher Education, 43 (2021) 3, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broemmel, Amy D.) ORCID (Swaggerty, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1756528
Schlagwörter	Literacy Education; Teacher Attitudes; Teaching Methods; Longitudinal Studies; Elementary School Teachers; Decision Making; Beginning Teachers; Educational Practices; Reading Instruction; Masters Degrees; Case Studies; Teacher Characteristics + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Junior teacher; Junglehrer; Bildungspraxis; Leseunterricht; Case study; Fallstudie; Case Study
Abstract	Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers' literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers' perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers' praxis. (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	2024/1/01