Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy
ARTICLE
Marla H Mallette, R Steven Kile, Margaret M Smith, Marilyn McKinney, John E Readence
TATE Volume 16, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
The purpose of this study was to explore the meanings preservice teachers constructed about students with reading difficulties. Qualitative techniques were employed to develop six case studies to understand better how preservice teachers framed their meanings. Cross-case analysis revealed that each preservice teacher's stance on meaning, while idiosyncratically based on experience, was tied to pedagogy in two distinct ways: (a) most of the participants placed an increasingly important role on the supervising teacher when considering reading difficulties and (b) they situated themselves as a teacher within that context. The findings suggest the importance of designing preservice education course work that is inquiry-oriented and offers opportunities for students to explore systematically their developing stances and self-constructed meanings about reading.
Citation
Mallette, M.H., Steven Kile, R., Smith, M.M., McKinney, M. & Readence, J.E. Constructing meaning about literacy difficulties: Preservice teachers beginning to think about pedagogy. Teaching and Teacher Education: An International Journal of Research and Studies, 16(5), 593-612. Elsevier Ltd. Retrieved March 8, 2021 from https://www.learntechlib.org/p/197658/.
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.