Effects of an Alternative Instructional Approach for Teaching Preservice Teachers How To Teach Strategic Reasoning [electronic resource] : Three Illustrative Cases / Beth Ann Herrmann and Jeri Sarracino.
A study examined the efffect of a restructured preservice literacy methods course on the attitudes and beliefs of three preservice teachers. The major goals of the restructured course were to develop substantive and lasting changes in the preservice teachers' conceptual understandings and theor...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Herrmann, Beth Ann. | |
| 245 | 1 | 0 | |a Effects of an Alternative Instructional Approach for Teaching Preservice Teachers How To Teach Strategic Reasoning |h [electronic resource] : |b Three Illustrative Cases / |c Beth Ann Herrmann and Jeri Sarracino. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 24 p. | ||
| 500 | |a ERIC Document Number: ED343090. | ||
| 500 | |a Sponsoring Agency: Department of Education, Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the National Reading Conference (41st, Palm Springs, CA, December 3-7, 1991). |5 ericd. | ||
| 520 | |a A study examined the efffect of a restructured preservice literacy methods course on the attitudes and beliefs of three preservice teachers. The major goals of the restructured course were to develop substantive and lasting changes in the preservice teachers' conceptual understandings and theoretical perspectives about literacy teaching, and to help preservice teachers learn how to teach for understanding by engaging in responsive instructional actions that place equal emphasis on basic skills, deep thinking and complex understanding about reading and writing. The instructional approach of the course was shifted from a top-down transmission approach to a bottom-up, problem-solving approach. Thirteen preservice teachers completed the year-long course. Data gathering methods included questionnaires, concept webs, journals, informal conversations, reflective essays, filed notes, and individual conferences. The cognitive shifts of three preservice teachers illustrate the variations observed. By the end of the course, Amy's conceptual understandings and theoretical perspectives about literacy teaching had broadened to include elements of whole language and cognitive and metacognitive theories. Sonya's understandings broadened somewhat, but she developed activities that did little to improve the students' thinking and reasoning abilities. Nancy's understandings also broadened somewhat, but for the most part she became more steeped in the traditional theoretical perspectives she brought with her to the course. Five preservice teachers experienced shifts similar to Amy's, four similar to Sonya's, and four similar to Nancy's. (One table of data is included; 32 references are attached.) (RS) | ||
| 650 | 0 | 7 | |a Course Content. |2 ericd. |
| 650 | 0 | 7 | |a Course Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Innovation. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Behavior. |2 ericd. |
| 650 | 0 | 7 | |a Whole Language Approach. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 700 | 1 | |a Sarracino, Jeri. | |
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