Professor and institution characteristics: Relations to technology use and teacher preparation in literacy methods courses

2021 ◽  
pp. 1-18
Author(s):  
Tanya Christ ◽  
Poonam Arya ◽  
Ming Ming Chiu
Keyword(s):  
Teacher Preparation ◽  
Technology Use ◽  
Methods Courses ◽  
Literacy Methods

A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses

2020 ◽  
Vol 16 (3) ◽  
pp. 286-305
Author(s):  
Carin Appleget ◽  
Courtney Shimek ◽  
Joy Myers ◽  
Breanya C. Hogue
Keyword(s):  
Methods Courses ◽  
Critical Friends ◽  
Self Study ◽  
Literacy Methods

The Role of Children’s Literature in Cultivating Preservice Teachers as Transformative Intellectuals: A Literature Review

2019 ◽  
Vol 51 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Tracey T. Flores ◽  
Saba Khan Vlach ◽  
Catherine Lammert
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Practices ◽  
Children’S Literature ◽  
Literacy Education ◽  
Methods Courses ◽  
Literacy Methods ◽  
K 12 ◽  
Literacy Educators

This review of literacy education scholarship examines the ways that children’s literature is used as a resource within literacy methods courses in the preparation of preservice teachers (PTs) as transformative intellectuals. The research indicates that the use of children’s literature in literacy methods courses has served two distinct purposes: (a) to engage PTs in learning literacy instructional practices and (b) to engage PTs in building sociocultural knowledge and learning transformative (e.g., culturally relevant) pedagogies. This review is framed by Giroux’s call for educators to disrupt technocratic approaches to instruction. The findings emphasize the importance of using children’s literature with PTs to broaden PTs’ understandings of their future student’s lives, so they might engage in transformative pedagogies as future K-12 literacy educators.

scholarly journals Technology Use in Middle-Grades Teacher Preparation Programs

2011 ◽  
Vol 33 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Ewa McGrail ◽  
Gertrude Tinker Sachs ◽  
Joyce Many ◽  
Cecilia Myrick ◽  
Sharry Sackor
Keyword(s):  
Teacher Preparation ◽  
Technology Use ◽  
Middle Grades ◽  
Teacher Preparation Programs ◽  
Preparation Programs

Inverting Instruction in Literacy Methods Courses

2015 ◽  
Vol 59 (6) ◽  
pp. 695-708 ◽  
Author(s):  
Lisa M. Zawilinski ◽  
Kimberly A. Richard ◽  
Laurie A. Henry
Keyword(s):  
Methods Courses ◽  
Literacy Methods

Quality Assurance in Online Content Literacy Methods Courses

2012 ◽  
Vol 51 (3) ◽  
pp. 233-253 ◽  
Author(s):  
Josephine P. Marsh ◽  
Jayne C. Lammers ◽  
Donna E. Alvermann
Keyword(s):  
Quality Assurance ◽  
Content Literacy ◽  
Online Content ◽  
Methods Courses ◽  
Literacy Methods

A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching

2005 ◽  
Vol 32 (4) ◽  
pp. 315-328 ◽  
Author(s):  
Cheryl A. Franklin ◽  
Deidre B. Sessoms
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Technology Use ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Integration Of Technology ◽  
Situative Perspective ◽  
Professional Development Model ◽  
Technology In Instruction

This article describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project in an effort to increase effective integration of technology in instruction by K-8 classroom teachers, university teacher preparation faculty, pre-service teachers and novice teachers graduating from that teacher preparation program. A brief description of the project, its accomplishments and dilemmas, analysis of the project design and experiences of participants through the lens of situative professional development are presented. Lessons for structuring professional development such that subsequent improvements in technology use within partnership schools and teacher preparation programs can occur are discussed.

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