Voices From the Classroom: Literacy Beliefs and Practices of Two Novice Elementary Teachers

The practicum in preservice teacher education: a review of empirical studies

“…11 References: Anderson and Puckett (2005), Barnett (2006), Basham et al (2005), Brown and Warschauer (2006), Brush et al (2003), Dawson (2006), Deal and White (2006), Frykholm and Glasson (2005), Halpin (1999), Pope et al (2005), Snider (2002.…”

“…Their classroom tasks were more complex and posed higher self-reflection demands (Nevin, Malian, & Williams, 2002;Perry, Phillips, & Hutchinson, 2006). (2) In a practicum characterized by a balanced approach of teaching reading to first grade pupils, the preservice teachers' teaching flexibility increased, they listened more to the children, and they applied more strategies than at the beginning of the practicum (Deal & White, 2006). (3) In science instruction, preservice teachers who practiced teaching biology using an aquarium as a natural environment for learning, reinforced/strengthened their science teaching skills, they gained new insights of instructional design and classroom management, and increased their flexibility and responsiveness to the learning environment (Anderson et al, 2006).…”

Professional Development and Student Growth in Writing

“…Third, effective professional development is mindful of the context of teachers' work, including curriculum materials, assessments, district and state standards, and school improvement goals. Encouragement from other teachers and administrators is also an important element of the school context that influences the impact of professional development on teachers' practices (Deal & White, 2006;Glickman, Gordon, & RossGordon, 2007).…”

Native Chinese‐Speaking K–12 Language Teachers' Beliefs and Practices

“…Second, a body of work has addressed the relationship between teachers' beliefs and their teaching practices. Some researchers found that teachers' beliefs tended to define the nature of their instructional practices (e.g., Deal & White, ; Richardson, Anders, Tidwell, & Lloyd, ), whereas other studies led to mixed results. Taken together, studies revealed that the degree of consistency between teachers' beliefs and practices varied depending on teachers' experiences: For example, in‐service teachers demonstrated more inconsistency in their beliefs and instructional choices than did preservice teachers (e.g., Kinzer, ; Readence, Konopak, & Wilson, ).…”

“…Taken together, studies revealed that the degree of consistency between teachers' beliefs and practices varied depending on teachers' experiences: For example, in‐service teachers demonstrated more inconsistency in their beliefs and instructional choices than did preservice teachers (e.g., Kinzer, ; Readence, Konopak, & Wilson, ). Instructional situations (e.g., Hoffman & Kugle, ), teacher preparation (e.g., Deal & White, ), and school and classroom context (e.g., Duffy & Anderson, ), among many other factors, were found to affect the consistency between teachers' practices and beliefs. A third body of work has addressed the relationship between teachers' beliefs and the extent to which those beliefs impacted student learning.…”