Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model

Autor/in	Ajayi, Lasisi
Titel	Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model
Quelle	In: Teacher Education Quarterly, 38 (2011) 3, S.169-189 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Methods Courses; Literacy; Theory Practice Relationship; Reflective Teaching; Reading Instruction; Teaching Methods; Educational Practices; Teaching Experience; Alternative Teacher Certification; Reflection; Teaching Models; Educational Principles; Transformative Learning; Teaching Skills; Transcripts (Written Records); Journal Writing; Microteaching + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Alphabetisierung; Schreib- und Lesefähigkeit; Theorie-Praxis-Beziehung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrmodell; Bildungsprinzip; Pädagogische Transformation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Zeitschriftenaufsatz
Abstract	Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in methods courses to increase the capacity of alternative licensed literacy teachers (ALLTs) to develop critical reflective practice. This study makes important contributions to bridging the theory-practice gap in reflection between teacher education and the specific field of literacy teacher education. A study of critical reflection from interdisciplinary perspectives between the wider field of teacher education and the specific field of literacy teacher education offers useful insights and strengthens literacy education programs. This study also demonstrates how literacy methods professors can use an explicit instruction model to support ALLTs' critical reflection. Explicit instruction involves a framework for organizing teaching/learning where the professor "explicitly includes declarative, procedural, and conditional understandings within a gradual release of responsibility, or heavily scaffolded format." The goal of explicit instruction is to facilitate critical, deliberate, purposeful, pre-planned, shared, and regular reflective practice. (Contains 1 figure and 1 table.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10