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Finding themselves in the 'finding place': Exploring preservice teachers' professional identities and visions of teaching literacy across the curriculum.

机译：在“发现的地方”找到自己：探索职前教师的专业身份和整个课程中扫盲教学的愿景。

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摘要

The purpose of this qualitative collective case study was to explore preservice teachers' developing professional identities and visions of teaching literacy across the curriculum within the context of a middle childhood education literacy methods course. The pedagogical structuring of the course provided the preservice teachers with opportunities to explore their tensions and beliefs as current university students and future middle school content area teachers. The learning experiences afforded the preservice teachers opportunities for reflection, dialogic engagement, and visioning throughout the semester.;Participants in the study were three middle childhood education preservice teachers enrolled in a literacy methods course at a private liberal arts university. Multiple sources of data were collected which included field notes, questionnaires, course assignments, and interviews. The data was analyzed using the constant comparative method.;Results indicated that the course positively contributed to the preservice teachers' professional development. The preservice teachers gained an increased awareness of their educational beliefs and the influence of their beliefs on future pedagogical decision-making. Additionally, the preservice teachers gained insight as they repositioned themselves throughout the semester and identified essential traits of effective middle school teachers they hoped to espouse and enact in their future classrooms.;By using the conceptual tool of visioning, the preservice teachers gained clearsightedness, or increased clarity of the importance of their beliefs on the teaching of literacy across the curriculum. Moreover, visioning contributed to the preservice teachers' farsightedness as they became forward-thinkers and were able to more concretely envision multiple aspects of teaching at the middle school level.
机译：本定性集体案例研究的目的是在幼儿期扫盲方法课程的背景下，探索职前教师在整个课程中发展的职业认同和对扫盲教学的看法。该课程的教学结构为职前教师提供了探索他们作为当前大学生和未来中学内容领域教师的张力和信念的机会。学习经历为整个学期的职前教师提供了反思，对话参与和愿景的机会。该研究的参与者是三名在私立艺术大学就读识字方法课程的初中阶段的中学教师。收集了多种数据来源，包括实地记录，问卷，课程分配和访谈。结果表明，该课程为职前教师的职业发展做出了积极的贡献。职前教师对他们的教育信念以及他们的信念对未来教学决策的影响有了越来越多的认识。此外，在整个学期重新定位自己的职前教师并获得洞察力之后，他们便确定了他们希望在未来的课堂中拥护和发挥作用的有效中学教师的基本特征;通过使用愿景的概念性工具，职前教师获得了清晰的见识，或者更加清晰地认识到他们的信念对整个课程中扫盲教学的重要性。此外，远见卓识促进了职前教师的远见卓识，因为他们成为有远见的思想者，并且能够更具体地设想中学阶段教学的多个方面。

著录项

  • 作者

    Berndt, Rochelle M.;

  • 作者单位

    Kent State University.;

  • 授予单位 Kent State University.;
  • 学科 Reading instruction.;Middle school education.;Educational philosophy.;Teacher education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 389 p.
  • 总页数 389
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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