Learning to Teach Literacy: Considering the Development of Four Teachers From Two Preparation Programs

• In Event: Roundtable Session 1
  In Roundtable Session: Rethinking Clinical Practice and Practicum Experiences

Abstract

We explored the impact of different theory/field experience combinations by examining literacy teacher preparation within two very different elementary preservice teacher preparation programs at a large research university in the Southeastern United States. Four participants (two from each program) were selected for this longitudinal study that followed them through their preparation programs and into their first years of teaching. While this study does not allow us a comparison of program effectiveness, it does allow us a glimpse into how these teachers conceptualized literacy instruction during each semester and as new teachers; providing us insight into the importance of practicum experiences in teacher preparation, impact of program structure on conceptions of teaching literacy, and questions that still need answered.

Authors

• Charlotte Anne Mundy, The University of Alabama

• Carol A. Donovan, The University of Alabama

• Nicole Swoszowski, The University of Alabama