Three Steps Forward, One Step Back: Two Preservice Teachers Learn to Teach In Consecutive, Field-Based Literacy Courses

Authors

Janet C. Richards, University of Southern Mississippi
Donna Brumfield, University of Southern Mississippi

Document Type

Article

Publication Date

12-1-2003

Department

Curriculum, Instruction, and Special Education

Abstract

This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field-based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers' professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week-by-week teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.

Publication Title

Reading Research and Instruction

Volume

42

Issue

2

First Page

63

Last Page

84

Recommended Citation

Richards, J. C., Brumfield, D. (2003). Three Steps Forward, One Step Back: Two Preservice Teachers Learn to Teach In Consecutive, Field-Based Literacy Courses. Reading Research and Instruction, 42(2), 63-84.
Available at: https://aquila.usm.edu/fac_pubs/3138