Improving Reading in Culturally Situated Contexts
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| Title: | Improving Reading in Culturally Situated Contexts |
|---|---|
| Language: | English |
| Authors: | Bennet, Maria, Lancaster, Julie |
| Source: | Australian Journal of Indigenous Education. Dec 2012 41(2):208-217. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JIE |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Indigenous Populations, Reading Instruction, Teaching Methods, Reading Improvement, Reading Processes, Preservice Teachers, Cultural Differences, Cultural Context, Culturally Relevant Education, Preservice Teacher Education, Placement, Student Teaching, Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1017/jie.2012.18 |
| ISSN: | 1326-0111 |
| Abstract: | This article explores second year pre-service teachers' ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students "on their turf". Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities. |
| Abstractor: | As Provided |
| Entry Date: | 2013 |
| Accession Number: | EJ1000451 |
| Database: | ERIC |
| Abstract: | This article explores second year pre-service teachers' ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students "on their turf". Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities. |
|---|---|
| ISSN: | 1326-0111 |
| DOI: | 10.1017/jie.2012.18 |
