کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6849779 | 1436747 | 2018 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
“But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction](/preview/png/6849779.png)
چکیده انگلیسی
The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their 'language-in-use' during supported, literacy planning sessions with a teacher educator. Critical discourse analysis revealed that the preservice teachers believed (1) assessment is instruction, (2) literacy teaching/learning is inauthentic, and (3) children are not intellectually motivated. The findings are discussed through the lenses of figured worlds and the apprenticeship of observation. Implications for teacher educators are offered.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 74, August 2018, Pages 10-20
Journal: Teaching and Teacher Education - Volume 74, August 2018, Pages 10-20
نویسندگان
Andrea Gelfuso,