| Autor: |
Quiocho, Alice M. L., Ulanoff, Sharon H. |
| Předmět: |
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| Zdroj: |
Action in Teacher Education (Association of Teacher Educators); Winter2004, Vol. 25 Issue 4, p1-8, 8p, 1 Diagram |
| Abstrakt: |
In this article, two university instructors analyze the process two pre-service teachers engaged in while developing an inquiry project in a Language and Literacy course in order to explore the use of practitioner research in pre-service teacher education. Findings indicate that probing questions and constant encouragement to refine questions were necessary to enable pre-service teachers to generate questions for which data could be collected. Pre-service teachers also had to be supported in the process of understanding what kinds of data needed to be collected to answer literacy-related questions and how the data might best be analyzed. These findings have implications for the teaching of reading in that inquiry-based instruction may help pre-service teachers better understand the relationships between theory and practice in the field of literacy. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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