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“But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction
ARTICLE

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Gelfuso, A. (2018). “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 10-20. Elsevier Ltd. Retrieved November 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.007

Keywords