Investigating the Complexity of Teacher Candidates' Prompting During Guided Reading Using Practice-Based Principles

• In Event: 64.087 - MTCC Roundtable Session 28
  In Roundtable Session: 64.087-4 - Preparing Preservice Teachers to Teach Literacy

Abstract

In this Phase 2 of our ongoing curricular redesign efforts of literacy methods courses, we examined the changes made reflecting practice-based principles. This study focuses on improving teacher candidates’ (TCs) implementation of guided reading, impact of those changes, and gaps still evidenced. Survey data indicate that TC believed the in-class representations, decompositions, approximations of guided reading provided increased their skill and confidence in enacting guided reading in their K-8 settings. Indeed, our reviews of TCs’ guided reading videos, lesson plans, and analysis papers indicate they effectively followed the general guided reading structure. Yet, an analysis of the types of interactions TCs provided indicate a problematic pattern of focusing on lower level concepts. Insights to inform Phase 3 are provided.

Authors

• Wendy L. Gardiner, Pacific Lutheran University

• Sophie Degener, National-Louis University