Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience

Autor/inn/en	VanDerHeide, Jennifer; Marciano, Joanne E.
Titel	Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
Quelle	In: Journal of Teacher Education, 73 (2022) 2, S.175-187 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (VanDerHeide, Jennifer) ORCID (Marciano, Joanne E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211033588
Schlagwörter	Preservice Teachers; After School Programs; Clubs; Teaching Methods; Educational Theories; Field Experience Programs; Barriers; Literacy Education; Teacher Education Programs; Secondary Education; English Instruction; Language Arts; Middle School Students; Teacher Student Relationship; Writing Skills; Writing Instruction; Team Teaching; Educational Opportunities + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Praxisnahes Lernen; Sekundarbereich; English langauage lessons; Englischunterricht; Sprachkultur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Writing skill; Schreibfertigkeit; Schreibunterricht; Teamteaching; Bildungsangebot; Bildungschance
Abstract	This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their choices about which teaching practices they enact in the after-school literacy club field placement? and (3) In what ways does this field placement afford and constrain PSTs' appropriation of these practices and theories? Findings consider three ways that the field experience afforded--and at times also constrained--the opportunities made available for PSTs to enact teaching practices and pedagogical theories related to their learning in coursework including learning from and with fellow PSTs, developing ownership over curriculum, and making connections to university coursework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01