What's the difference and where is the evidence? Investigating student teachers learning about literacy in a school based vs university based experience
Contribuinte(s) |
Aspland, Tania |
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Data(s) |
01/01/2008
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Resumo |
This paper is in response to increasing national and international interest in the role of university teacher education programs in preparing pre-service teachers in the area of early years literacy. The most effective manner to facilitate this learning in teacher education is however not known and much debate exists about the merits of university-based versus school-based approaches. It is within this context that the authors of this paper conducted a study that investigated student teachers learning about literacy through two different approaches both with distinctive design features. The first approach offered student teachers a school based experience, adopting a two hour micro-teaching model in a preparatory classroom; the other, a mainstream university based approach where students attended a tutorial for two hours. These two approaches were then compared for factors that student teachers articulated through a written survey. In analysing the data, two main findings emerged; firstly from the student teachers’ perspective, choice of approach resulted in improved learning and secondly, from the researchers’ perspective that student teachers placed in the school based approach emerged with a deeper understanding of the complexity of literacy teaching in general.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Australian Teacher Education Association |
Relação |
http://dro.deakin.edu.au/eserv/DU:30018118/white-whatsthedifference-2008.pdf http://atea.edu.au/index.php?option=com_jdownloads&Itemid=116&task=finish&cid=127&catid=61 |
Direitos |
2008, Australian Teacher Education Association |
Palavras-Chave | #teacher education #learning design #literacy |
Tipo |
Conference Paper |