Making Unseen Transformation Visible: Preservice Teachers Identify Connections Between Teaching Learning and Literacy Strategies

• In Event: Poster Session 3
  In Poster Session: Current Issues in the Use of Research

Abstract

This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. With the practicum as the recommended professional development model, pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.

Authors

• Kimy Liu, California State University - Stanislaus

• Quintin Robinson, The University of Texas - Austin

• Jenelle M. Braun-Monegan, Walden University