Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading

Autor/inn/en	Leko, Melinda M.; Brownell, Mary T.
Titel	Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading
Quelle	In: Exceptional Children, 77 (2011) 2, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Grounded Theory; Preservice Teachers; Methods Courses; Disabilities; Special Education Teachers; Cooperating Teachers; Reading Instruction; Concept Formation; Motivation; Knowledge Base for Teaching; Interviews; Observation; College Faculty; Student Teacher Supervisors; Influences; Masters Degrees; Graduate Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Leseunterricht; Concept learning; Begriffsbildung; psychologische; Motivation (psychologisch); Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Beobachtung; Fakultät; Influence; Einfluss; Einflussfaktor; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elementary school; Grundschule; Volksschule
Abstract	This study examined various influences on special education preservice teachers' appropriation of pedagogical tools for teaching reading to students with high-incidence disabilities using an activity theory framework. Interview, observation, and artifact data were collected on 6 preservice teachers, their reading methods course instructors, field supervisors, and practicum cooperating teachers. Using grounded theory methods, 4 concepts emerged as chief influences on participants' appropriation of conceptual and practical reading tools: (a) opportunities to appropriate knowledge in practice, (b) personal qualities, (c) motivation for knowledge assimilation, and (d) access to knowledge. Specific information related to these 4 concepts and their relationships are reported with implications for future research and practice in special education teacher education. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10