Learning to teach literacy through collaborative discussions of student work

Hughes, Marie Tejero; Parker-Katz, Michelle; Balasubramanian, Anita

doi:10.1080/13540602.2013.827365

Cited by 5 publications

(8 citation statements)

References 20 publications

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“…Kincheloe (2005) contended that critical constructivism strives for egalitarian approaches to create professional knowledge in a context. Thus, our findings suggest that mentoring relationships based on joint decision making are essential not only for effective teaching and learning but also reinforcing previous studies affirming that teachers and student teachers can learn from each other to further develop their professional knowledge and skills through mentoring processes (Aderibigbe, 2013; Hughes et al , 2013; Kemmis et al , 2014; Margolis, 2007).…”

Section: Discussionsupporting

confidence: 86%

“…As explained in Korhonen et al (2017, p. 154), the essence of the continuum approach is to “move away from over-emphasis on initial preparation by distributing teacher learning and professional development across career stages, and thus to support and promote the lifelong learning of teachers”. Such a framework has been advocated by others as a core premise to enhance teachers’ professional development (Geber, 2013; Hughes et al , 2013).…”

Section: Contextmentioning

confidence: 99%

“…In this regard, Fieman-Nemsar (2001) warned that collaborative dialogue may be counterproductive if there is no room for the exploration of multiple standpoints. So, in the first instance, collaborative mentoring processes may be characterised by a joint effort between mentors and student teachers to examine pedagogical knowledge, share ideas and generate new professional knowledge (Hughes et al , 2013; Kincheloe, 2005; Kutsyuruba, 2012). Second, reflective practice, as it was first advanced by Schön (1983), can challenge the dominant technical-rational and positivist epistemological disposition which narrows down the opportunities for knowing and learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Understanding the nature of mentoring experiences between teachers and student teachers

Aderibigbe

Gray

Colucci‐Gray

2018

IJMCE

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Purpose Mentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education (ITE) may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationships towards collegiate and collaborative reflexivity. The purpose of this paper is to explore the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning. Design/methodology/approach Set within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data. Findings Quantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns. Practical implications The authors conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in ITE. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school. Originality/value This study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

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Section: Discussionsupporting

confidence: 86%

Section: Contextmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Understanding the nature of mentoring experiences between teachers and student teachers

Aderibigbe

Gray

Colucci‐Gray

2018

IJMCE

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“…Some studies examined the kinds of field experiences that seemed to inform preservice teachers’ beliefs about the teaching of reading processes. Examining preservice teachers’ learning alongside their mentor teachers, Hughes, Parker-Katz, and Balasubramanian (2013) found that structured, collaborative discussions, stimulated by specific literacy artifacts, between small groups of mentor teachers and preservice special education teachers supported the preservice teachers’ beliefs that they were prepared to teach reading to students with disabilities. These discussions allowed the mentors to unpack the teaching practices that resulted in particular literacy artifacts, including student work and teacher-made materials such as anchor charts.…”

Section: Resultsmentioning

confidence: 99%

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

Hikida

Chamberlain²,

Tily

et al. 2019

Journal of Literacy Research

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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.

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“…One those approaches is the collaborative writing. Activities about collaboration during the teacher training provide pre-service teachers to understand the nature of collaboration and to observe the effectiveness of the collaboration (Hughes, Parker-Katz and Balasubramanian, 2013). Present study has become important in terms of the development of pre-service teachers' attitudes toward writing and in this regard, utilization of collaborative writing activities.…”

Section: Discussionmentioning

confidence: 99%

İş Birlikli Yazma Etkinliklerinin Sınıf Öğretmeni Adaylarının Yazma Becerilerine ve Yazmaya İlişkin Tutumlarına Etkisi

Erdoğan

2016

BUEFAD - BUJFED

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Öz: Bu araştırmanın amacı, iş birlikli yazma etkinliklerinin sınıf öğretmeni adaylarının yazma becerilerine ve yazmaya ilişkin tutumlarına etkisini belirlemektir. Araştırmada "tek grup ön test-son test deneysel desen" kullanılmıştır. Araştırmaya Karadeniz Teknik Üniversitesi Sınıf Öğretmenliği Ana Bilim Dalında 2. sınıfta öğrenim görmekte olan 28 öğretmen adayı katılmıştır. Araştırmada sınıf öğretmeni adaylarına iş birlikli yazma etkinlikleri yaptırılmıştır. Adayların, uygulama öncesinde ve sonrasında yazma becerilerini belirlemek için "Yazma Becerisi Değerlendirme Formu" ve yazmaya ilişkin tutumlarını belirlemek için "Yazma Tutum Ölçeği" kullanılmıştır. Araştırmada elde edilen sonuçlar, iş birlikli yazma etkinliklerinin sınıf öğretmeni adaylarının yazma becerilerini geliştirdiğini ve yazmaya ilişkin tutumlarını olumlu yönde etkilediğini ortaya koymaktadır.Anahtar Kelimeler: iş birlikli yazma, yazma, yazmaya ilişkin tutum, sınıf öğretmeni adayı The Effects of Collaborative Writing Activities on PreService Classroom Teachers' Writing and Attitude towards WritingAbstract: The aim of the study is to identify the effects of the collaborative writing activities on the pre-service classroom teachers' attitudes concerning the written expression skills and writing. In the study the design of single group, pretest and post test was employed. The participants of the study were 28 student teachers who were attending second grade at the classroom teaching branch of the educational sciences faculty at Karadeniz Technical University. In the study several collaborative writing activities were carried out with the participants. In order to determine the writing skills of the participants before and after the study an evaluation form of writing skills was administered to them. In order to determine their attitudes towards writing before and after the study the scale of writing attitudes was used. The findings of the study showed that collaborative writing activities improve the participants' writing skills and their attitudes towards writing.

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Learning to teach literacy through collaborative discussions of student work

Cited by 5 publications

References 20 publications

Understanding the nature of mentoring experiences between teachers and student teachers

Understanding the nature of mentoring experiences between teachers and student teachers

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

İş Birlikli Yazma Etkinliklerinin Sınıf Öğretmeni Adaylarının Yazma Becerilerine ve Yazmaya İlişkin Tutumlarına Etkisi

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