On Becoming Teachers: Knowing and Believing

Hathaway, Jennifer I.; Risko, Victoria J.

doi:10.1002/9781118323342.ch31

Cited by 2 publications

(2 citation statements)

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“…This argument is similar to Mesmer (2006) in which he said that teachers" perceptions and beliefs indeed influence the success of practices in the class including the practices of teaching literacy. While Hathway and Risko (2013) argued that knowing and believing is so crucial towards the teachers" development either in terms of teaching or implementing the teaching program.…”

Section: Introductionmentioning

confidence: 99%

Teacherâ€™s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Susanto

Rifai

2018

JET ADI BUANA

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Teachers as the tip of lance play important roles in the success of the implementation of school literacy program such as possessing positive perception of literacy practices. Recognizing the important roles of teachers in the implementation of literacy program in the schools, this study aims to investigate the teachersâ€Ÿ perception toward the implementation of literacy program at a Junior High School in Surabaya. This study is designed as an interpretative qualitative approach. Primary data were obtained through open interviews and observations and supplementary data source included student journal. The data findings showed that teachers have positive perceptions on literacy program. They argue that school literacy program potentially enables to build up the studentsâ€Ÿ good habits. Through the habituation of a thirty-minute reading before the class, it can raise the studentsâ€Ÿ awareness on literacy - reading and writing. Moreover, the school literacy program benefits the studentsâ€Ÿ competency in understanding long texts and can help them to be more critical and creative. In addition, instead of students who take advantageous from the literacy program, teachers are also equally benefited from exposure to daily literacy practices within the school. The teachers tend to follow the rhymes of the literacy practices which are marked by reading and writing activities. In this sense, literacy practices facilitate teachers to develop their practical writing abilities and increase their awareness to be the role model in the classrooms particularly in the literacy practices. This study emphasizes that literacy practices can be double blades, on one side it is beneficial for the students and on another side it is advantageous for the teachers

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Section: Introductionmentioning

confidence: 99%

Teacherâ€™s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Susanto

Rifai

2018

JET ADI BUANA

View full text Add to dashboard Cite

show abstract

“…In-school components of methods courses hold potential for teacher candidates to develop their pedagogy (Hathaway & Risko, 2013;Korthagan, Loughran & Russell, 2006), but what learning occurs for in-service teachers within these approaches? Darling-Hammond and Bransford (2005) state that teacher education programs must engage in partnerships with schools and districts that work to transform schooling and teaching in tandem.…”

Section: Perspectivesmentioning

confidence: 99%

Studying the Benefits for In-Service Teachers Within In Situ Teacher Education Methods Courses

Schnellert¹

2019

Proceedings of the 2019 AERA Annual Meeting

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On Becoming Teachers: Knowing and Believing

Cited by 2 publications

References 46 publications

Teacherâ€™s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Teacherâ€™s Perception of Literacy Program: Its Implication to Their Attitudes and Actions

Studying the Benefits for In-Service Teachers Within In Situ Teacher Education Methods Courses

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