کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6849881 | 1436748 | 2018 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50â¯years of research
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
پیش نمایش صفحه اول مقاله
چکیده انگلیسی
To organize nearly five decades of research regarding teacher preparation in literacy across the disciplines, this study systematically examined and qualitatively synthesized the what, when, and how of the research, resulting in three overarching categories: (a) perceptions, (b) resistance, and (c) experience. Key findings include that when preservice teachers receive instruction through coursework and practicums, their perceptions toward providing literacy instruction in future teaching contexts became more positive. However, researchers often measured such instruction's effect upon content-area literacy courses in the short term, rarely exploring future classroom implementation. Additionally, recommendations for practice and implications for future research are given.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 73, July 2018, Pages 1-13
Journal: Teaching and Teacher Education - Volume 73, July 2018, Pages 1-13
نویسندگان
Chyllis E. Scott, Erin M. McTigue, Diane M. Miller, Erin K. Washburn,