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How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading.

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Title: How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading.
Authors: Davis, Allison1, Griffith, Robin1 r.griffith@tcu.edu, Bauml, Michelle1
Source: Journal of Early Childhood Teacher Education. Apr-Jun2019, Vol. 40 Issue 2, p138-158. 21p. 1 Diagram, 2 Charts.
Subject Terms: *Guided reading, *Student teachers, *Decision making, *Training of early childhood teachers, *Early childhood education, *Kindergarten children
Abstract: Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In this qualitative case study, we report findings from 12 preservice teachers enrolled in a reading methods course who used teacher knowledge to inform their teaching decisions for guided reading lessons with Kindergarteners. Findings reveal how participants used knowledge of learners to make planning as well as in-the-moment teaching decisions. The data show that most of these decisions were lesson planning decisions about text selection and word solving strategies, indicating that participants were beginning to engage in responsive teaching strategies. This study makes a new contribution to early childhood teacher education literature by underscoring the significance of learner knowledge in the context of authentic teaching practice while learning to teach guided reading to young children. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Apr-Jun2019, Vol. 40 Issue 2, p138-158. 21p. 1 Diagram, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Training+of+early+childhood+teachers%22">Training of early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink>
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  Data: Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In this qualitative case study, we report findings from 12 preservice teachers enrolled in a reading methods course who used teacher knowledge to inform their teaching decisions for guided reading lessons with Kindergarteners. Findings reveal how participants used knowledge of learners to make planning as well as in-the-moment teaching decisions. The data show that most of these decisions were lesson planning decisions about text selection and word solving strategies, indicating that participants were beginning to engage in responsive teaching strategies. This study makes a new contribution to early childhood teacher education literature by underscoring the significance of learner knowledge in the context of authentic teaching practice while learning to teach guided reading to young children. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2018.1534161
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        Text: English
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      – SubjectFull: Decision making
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      – SubjectFull: Training of early childhood teachers
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      – SubjectFull: Kindergarten children
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              Text: Apr-Jun2019
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