國立虎尾科技大學 |

Investigating the Practices of Literacy Teacher Educators.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Investigating the Practices of Literacy Teacher Educators./
Author:	Longe, Belinda.
Description:	1 online resource (285 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355530865

Investigating the Practices of Literacy Teacher Educators.
Longe, Belinda.

Investigating the Practices of Literacy Teacher Educators. - 1 online resource (285 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This research investigated the practices of six literacy teacher educators and explored the influences on their teaching practices in their literacy courses. This qualitative case study involved two interviews for each participant and classroom observations for some of the participants over a three-year period. Four main findings emerged from this research. First, participants' vision for teaching, and their vision for teaching literacy was not static. The participants' visions evolved over time and was influenced by their teaching and research experiences. Second, the participants emphasized continuous learning as an integral part of their vision, both for themselves and for their student teachers. They recognized that in their role as literacy teacher educators, a commitment to on-going learning was essential and fostering that commitment to life-long learning in their student teachers was equally important. Third, the participants had a range of pedagogical approaches that they implemented, although there were some approaches that were common across participants. Fourth, the participants focused on infusing components of balanced literacy into their literacy course and many drew on children's and young adult literature as a springboard for teaching literacy concepts. The analysis of the data includes a discussion of the conceptual framework for the study and gives a brief overview of the interconnectedness of the concepts of social constructivism, vision for teaching literacy, and the elements of a pedagogy of teacher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355530865Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Investigating the Practices of Literacy Teacher Educators.
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100 1 $a Longe, Belinda. $3 1179755
245 1 0 $a Investigating the Practices of Literacy Teacher Educators.
264 0 $c 2017
300 $a 1 online resource (285 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Clare M. Kosnik.
502 $a Thesis (Ph.D.) $c University of Toronto (Canada) $d 2017.
504 $a Includes bibliographical references
520 $a This research investigated the practices of six literacy teacher educators and explored the influences on their teaching practices in their literacy courses. This qualitative case study involved two interviews for each participant and classroom observations for some of the participants over a three-year period. Four main findings emerged from this research. First, participants' vision for teaching, and their vision for teaching literacy was not static. The participants' visions evolved over time and was influenced by their teaching and research experiences. Second, the participants emphasized continuous learning as an integral part of their vision, both for themselves and for their student teachers. They recognized that in their role as literacy teacher educators, a commitment to on-going learning was essential and fostering that commitment to life-long learning in their student teachers was equally important. Third, the participants had a range of pedagogical approaches that they implemented, although there were some approaches that were common across participants. Fourth, the participants focused on infusing components of balanced literacy into their literacy course and many drew on children's and young adult literature as a springboard for teaching literacy concepts. The analysis of the data includes a discussion of the conceptual framework for the study and gives a brief overview of the interconnectedness of the concepts of social constructivism, vision for teaching literacy, and the elements of a pedagogy of teacher education.
520 $a Implications for literacy teacher educators include developing literacy courses that aim to broaden student teachers' notion of what counts as literacy. Other implications include encouraging literacy teacher educators to remain responsive and adaptive in their literacy teaching, and creating opportunities for literacy teacher educators to regularly review, participate, and conduct scholarly research in the field of literacy teacher education, which could inform and improve their practice.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 1179756
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10603905 $z click for full text (PQDT)