Preservice Teachers Taking Action
Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
Bibliographic Data
| ID | 4309594 |
|---|---|
| Authors | Jennifer Vanderheide (0000-0002-6762-7479, Michigan State University, East Lansing, USA, corresponding author), Joanne E Marciano (0000-0003-2035-5063, Michigan State University, East Lansing, USA) |
| Year | 2022 |
| Volume | 73 |
| Issue | 2 |
| Pages | 175-187 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871211033588 |
| OpenAlex | W3185639986 |
| Language | EN |
| Citations received | 7 |
| References cited | 29 |
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their choices about which teaching practices they enact in the after-school literacy club field placement? and (3) In what ways does this field placement afford and constrain PSTs' appropriation of these practices and theories? Findings consider three ways that the field experience afforded-and at times also constrained-the opportunities made available for PSTs to enact teaching practices and pedagogical theories related to their learning in coursework including learning from and with fellow PSTs, developing ownership over curriculum, and making connections to university coursework
Appropriation · Club · Coursework · Curriculum · Field (mathematics) · Literacy · Mathematics education · Pedagogy · Qualitative research · Social science · Sociocultural evolution · Sociology · Teacher education · Global Education and Multiculturalism · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Beyond the theory-practice divide
Translenguaje y El Arte en Unión
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Bilingual/ESL preservice teachers’ heritage language and language identity
Annotated Bibliography of Research in the Teaching of English
Community spaces as sites of pedagogical solidarity for and with immigrant children
Mind in Society
Apprenticeship in Thinking
Writing Toward Change Across Youth Participatory Action Research Projects
Where Do We Go from Here? Toward a Critical Race English Education
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Considering the Contexts for Appropriating Theoretical and Practical Tools for Teaching Middle and Secondary English
Examining preservice teachers’ narratives of teaching dialogically
Appropriating Tools for Teaching English
We’re Friends, We Have to be in This Together”
Opportunities to Teach and Learn in High-Needs Schools
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Is Experience the Best Teacher
Community-Based Placements As Contexts for Disciplinary Learning
Team Teaching During Field Experiences in Teacher Education
The Promises and Realities of Implementing a Coteaching Model of Student Teaching
Student Teaching in the Contact Zone
Rethinking Field Experience
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |