An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy

Northwest Journal of Teacher Education

Laurie A. Sharp¹  Rebekah E Piper²  Roberta Raymond³  Marla K. Robertson⁴ 

[1] Tarleton State University;Texas A & M University San Antonio;University of Houston Clear Lake;Utah State University;

关键词: foundational knowledge;    literacy;    preparation practices;    reading;    writing;    language;    discipline-specific literacy processes;   

DOI  :  10.15760/nwjte.2020.15.3.2

来源: DOAJ

【 摘 要 】

The Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality literacy teacher preparation. This study used qualitative survey responses to explore the literacy practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data analysis revealed three themes: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. Researchers posit that teacher educators do not evenly focus on all components of literacy and contend that preparation programs must examine their respective curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently.

【 授权许可】

Unknown