Investigating the Impact of Practice-Based Preservice Curriculum on Novice Teachers' Literacy Teaching

• In Event: 68.060 - Roundtable Session 29
  In Roundtable Session: 68.060-17 - Pedagogical Approaches to Support English Language Arts Preservice Teacher Learning

Abstract

Our university’s undergraduate elementary education program has recently implemented a practice-based approach to literacy methods instruction. During literacy methods classes, our students learn about high leverage literacy practices through readings, video viewing and critiquing, and rehearsal opportunities. Subsequently, they plan and teach multiple literacy lessons within classroom placements. Upon program completion, our students report feeling confident about teaching literacy and assessing student literacy development. But does this confidence translate to effective literacy instruction once they are in their own classrooms? Following seven graduates into their first years of teaching, we learned that our students remain confident in their literacy teaching, differentiate instruction based on assessment data, seek leadership and PD opportunities, and receive positive reviews from principals.

Authors

• Sophie Degener, National-Louis University

• Ruth Freedman, National Louis University

• Diane E. Salmon, National-Louis University

• Deborah O'Connor, National-Louis University