The Instructional Decisions of Preservice Teachers during a Reading Practicum

Bibliographic Data

ID4309490
AuthorsJohn L Shefelbine (Curriculum and Instruction; University of Texas at Austin), Sandra Hollingsworth (University of California, Berkeley)
Year1987
Volume38
Issue1
Pages36-42
Publication date1987-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718703800107
OpenAlexW2043622811
LanguageEN
Citations received4
References cited8

Shefelbine and Hollingsworth studied the instructional decisions of 14 under graduate elementary education stu dents during a reading practicum. Deci sion making was evaluated across seven areas of reading: diagnosis, planning, lesson balance, text placement, type of reading practice, word recognition in struction, and developing background knowledge. The authors specifically sought (a) to identify what kinds of deci sions are potentially troublesome for be ginning teachers and (b) to explain why these difficulties might occur. The re sults indicated that decisions about diag nosis, planning, lesson balance, and word recognition instruction were dif ficult for the higher performing teachers. Lower performing teachers, on the other hand, were more likely to have trouble across all seven areas. Possible explana tions for these patterns included the con tent and complexity of each decision area, teachers' overall knowledge of reading content, and concerns about management and instructional routines. Implications for teacher education are discussed

Deci · Linguistics · Mathematics education · Pedagogy · Practicum · Reading (process) · Teacher education · Word recognition · Psychology · Reading and Literacy Development · Teacher Education and Leadership Studies · Writing and Handwriting Education

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