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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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Bibliographic Details
Title: How Preservice Teachers Use Learner Knowledge for Planning and In-the-Moment Teaching Decisions during Guided Reading
Language: English
Authors: Davis, Allison, Griffith, Robin (ORCID 0000-0001-8910-978X), Bauml, Michelle (ORCID 0000-0003-2033-4051)
Source: Journal of Early Childhood Teacher Education. 2019 40(2):138-158.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Preservice Teachers, Decision Making, Directed Reading Activity, Reading Instruction, Kindergarten, Early Childhood Education, Young Children, Private Colleges, Field Experience Programs, Urban Schools, Elementary Schools, Hispanic American Students, Reading Material Selection, Reading Comprehension, Reading Strategies, Scaffolding (Teaching Technique), Reflective Teaching, Lesson Plans, Developmentally Appropriate Practices, Individual Needs, Literacy, Word Study Skills
Geographic Terms: Texas
DOI: 10.1080/10901027.2018.1534161
ISSN: 1090-1027
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1216303
Database: ERIC
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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.
ISSN:1090-1027
DOI:10.1080/10901027.2018.1534161