東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Sometimes I Do This Thing": Explori...

University of South Florida., Curriculum and Instruction.

FindBook

Google Book

Amazon

博客來

"Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction./
作者:	Sweeney, Sherridon Leigh.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	333 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256548
ISBN:	9798841707813

"Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction.
Sweeney, Sherridon Leigh.

"Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 333 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--University of South Florida, 2022.

This item must not be sold to any third party vendors.

Prior research has established preservice literacy teachers' beliefs about teaching and learning are often misguided and/or overly-simplistic, yet limited work has examined in what ways their in-the-moment teaching decisions align or misalign with what they believe. This qualitative study used deductive analysis methods to: (1) Identify three preservice teachers' knowledge/beliefs about reading, reading instruction, and learning, as evidenced by their planning, reflecting, and in-the-moment teaching decisions, and (2) investigate if/how participants' knowledge/beliefs manifested across multiple teaching experiences. Findings indicate that while participants made attempts to act on professional ideas they explored/practiced with the support of a university-based mentor, they taught most consistently in strong alignment with their deepest-seated beliefs. Those beliefs frequently represented (mis)understandings (Gelfuso, 2018) about teaching, learning, and reading, and mirrored the procedures/priorities of participants' internship contexts. Findings also indicate participants' most salient (mis)understandings were in relation to: (a) The purpose of elementary reading instruction, (b) what it looks like/sounds like to model and guide children, and (c) what it means to learn. Implications/recommendations for preservice literacy teacher educators are discussed, as well as possible future research directions.

ISBN: 9798841707813Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

(Mis)understandings

"Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction.
LDR:02669nmm a2200385 4500 001 2323140
005 20231010062915.5
006 m o d
007 cr#unu||||||||
008 231204s2022 ||||||||||||||||| ||eng d
020 $a 9798841707813
035 $a (MiAaPQ)AAI29256548
035 $a AAI29256548
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sweeney, Sherridon Leigh. $3 3642124
245 1 0 $a "Sometimes I Do This Thing": Exploring Preservice Teachers' Knowledge and Beliefs About Reading Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 333 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Gunn, AnnMarie;Dennis, Danielle V.
502 $a Thesis (Ph.D.)--University of South Florida, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Prior research has established preservice literacy teachers' beliefs about teaching and learning are often misguided and/or overly-simplistic, yet limited work has examined in what ways their in-the-moment teaching decisions align or misalign with what they believe. This qualitative study used deductive analysis methods to: (1) Identify three preservice teachers' knowledge/beliefs about reading, reading instruction, and learning, as evidenced by their planning, reflecting, and in-the-moment teaching decisions, and (2) investigate if/how participants' knowledge/beliefs manifested across multiple teaching experiences. Findings indicate that while participants made attempts to act on professional ideas they explored/practiced with the support of a university-based mentor, they taught most consistently in strong alignment with their deepest-seated beliefs. Those beliefs frequently represented (mis)understandings (Gelfuso, 2018) about teaching, learning, and reading, and mirrored the procedures/priorities of participants' internship contexts. Findings also indicate participants' most salient (mis)understandings were in relation to: (a) The purpose of elementary reading instruction, (b) what it looks like/sounds like to model and guide children, and (c) what it means to learn. Implications/recommendations for preservice literacy teacher educators are discussed, as well as possible future research directions.
590 $a School code: 0206.
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
653 $a (Mis)understandings
653 $a Beliefs
653 $a Teachers' knowledge
653 $a Reading instructions
690 $a 0515
690 $a 0535
690 $a 0530
710 2 $a University of South Florida. $b Curriculum and Instruction. $3 3168850
773 0 $t Dissertations Abstracts International $g 84-02A.
790 $a 0206
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29256548